中共十八大明确提出要扎实推进公共外交和人文交流，人文交流由此上升到国家战略高度。几年来，以中俄、中美、中英、中欧、中法等人文交流机制为牵引的人文交流活动量增质升，人文交流作为公共外交的有效补充，不仅为我国的大国外交起到了润滑、促进作用，而且大大增强了世界对中国的认识和理解。

　　除了政府推动的自上而下的活动之外，人文交流还需要自下而上的公民参与，需要广大民众将人文交流的内容有机融入他们的日常生活和工作中，达到润物细无声的理想境界。

公民人文交流能力的建构

　　目前，我国的中外人文交流大都以政府层面推动的机制和项目为主，也有民间机构和民众自发组织的活动。无论哪种形式的人文交流，其核心在于人员交流。因此，人员的人文交流能力至关重要。

　　人文交流本质上是思想和文化的交融，它是“人与人之间沟通情感和心灵的桥梁，是国与国加深理解与信任的纽带，它比政治交流更久远，比经贸交流更深刻，它与其他交流手段相比更具有基础性、先导性、广泛性和持久性”。

　　基于以上对人文交流本质的认识，结合我国人文交流的现实需要，我认为国家认同、国际理解、交流沟通和学习创新是构成公民人文交流能力的4个核心层面，应在公民教育中予以重视。

　　首先是国家认同。国家认同是教育部最近推出的《中国学生发展核心素养（征求意见稿）》提出的九大素养之一，主要表现为个体对国家政治制度、核心价值理念、民族文化传统等方面的理解、认同和遵从。从人文交流的需求来看，参与人文交流的公民首先应该具有对祖国、对民族、对中华文化的热爱、认同和自豪感。其次，应该了解国情历史，理解和欣赏中华优秀传统文化。同时，还应对当代中国特色社会主义理念和中华民族伟大复兴的中国梦充满信心。只有这样，当他们与来自世界其他国家的人们进行交流互动时，能够自信地讲述中国故事、传播中国文化。一个对自己的国家和文化缺乏了解或毫无感情的人，不仅难以担当人文交流的使者，反而会成为人文交流的绊脚石。

　　留学生是人文交流的主力军。3年前，瑞典一所大学的MBA 学生团体到上海外国语大学访问交流，其中就有一名从上海走出去的中国留学生。她在课堂演讲时，面对20余名欧洲学生提出两个问题：中国为什么要实行计划生育？上海市政府为什么禁止市民在世博会期间穿睡衣上街（实际情况是建议大家不要穿睡衣上街，不是禁止）？一个曾长期生活在中国的青年学生，对自己的国家提出这样的置疑，其原因就在于她不懂国情，对自己的文化缺乏认同。可以想象，这样的公民在与来自其他国家和文化的大学生长期相处、一起学习时，如何讲述中国故事，如何承担人文交流的重任？

　　因此，对公民进行人文交流教育的首要任务是国情教育和爱国教育。国家认同是人文交流的原动力。

　　其次是国际理解。根据《中国学生发展核心素养（征求意见稿）》，国际理解主要表现为个体对国际动态、多元文化、人类共同命运等方面的认知和关切。参与人文交流的公民首先应该具有全球视野，了解人类文明进程和世界发展动态，关注人类面临的全球性挑战，了解人类命运共同体的内涵和价值。其次，对于文化差异，我们应该摈弃狭隘和偏见，培养开放、包容、尊重、理解和欣赏的态度。同时，能够将这些知识和态度转化为行动，积极参与跨文化交流，主动与来自世界各国的人们进行思想交流和文化交流。可以想见，如果对世界文化缺乏了解，特别是对各文化特色品质和深层价值的不理解，习惯于以自己的标准评判他人的生活方式和言行举止，带着对世界文化肤浅、偏狭的认识去与来自不同文化背景的人们进行交流互动，其结果可想而知。

　　因此，学习世界文化知识、培养全球视野是公民参与人文交流的基础。

　　第三是交流沟通。人文交流的本质是来自不同文化背景人员之间的跨文化交际，因此培养公民的跨文化交际能力至关重要。增强跨文化意识和敏感性，帮助公民从文化差异的角度去看待、分析和解决问题，是跨文化教育的首要任务。其次，在面对不同文化和个人时，不要急于以自己的价值标准进行评价，文化是平等的，每个文化行为都有其逻辑，应报以开放、尊重、包容、理解和欣赏的态度。跨文化交际能力的另一个重要层面在于，要在不断变化的交际语境中，随时调整自己的文化参考框架，采用合适的交际方式，以保证交际的有效性和恰当性。此外，冲突是跨文化交际中不可避免的现象，了解冲突产生的原因，提高跨文化冲突管理能力，对于公民参与人文交流具有重要意义。跨文化交际能力是人文交流的核心能力，可谓是人文交流的发动机。

　　第四是学习创新。以思想和文化为主要内容的人文交流是一项实践性很强的活动。当今世界，人文交流的内容丰富，形式多样，它需要参与者既要有深厚的人文底蕴，也要具备较强的学习能力和创新能力。中国文化博大精深，世界文化多姿多彩，我们应该以积极的态度和浓厚的兴趣去探索和学习，从课堂上学，从书本上学，从同伴身上学，也可从实践中学。一名优秀的人文交流者还应善于反思和管理自己的学习，能不断挑战固有模式，培养新理念，在“互联网+”背景下，要主动适应信息化时代人文交流新趋势。

　　在华工作的外国专家均为高端知识型人才，是“请进来”人文交流的一个非常重要的群体，他们通常对人文交流有热情、有经验。如何安排好他们在华工作和生活的同时，针对他们开展人文交流活动，是相关部门应该思考的问题。就学习创新能力而言，首先应该了解外国专家的文化背景和国情历史，关注国际新闻和时事动态，以便能跟专家进行友好、深入的沟通交流，与他们结交朋友。在此基础上，开拓思路，创新模式，不断开发和设计符合专家兴趣和人文交流需要的特色主题活动。例如，上海外国语大学近年推出的“外国专家看上海”“中外教师文学沙龙”“外国专家美食共享”“他山之石——外教系列讲座”等活动，体现了推进人文交流的意识和创新实践的能力，提高了服务外国专家的水平，促进了专家对中国的了解，增进了彼此之间的友谊。

　　可见，学习创新能力是人文交流的加速器。

　　国家认同、国际理解、交流沟通和学习创新4个层面虽不能涵盖公民人文交流能力的全部，但它们是当前增强我国公民参与人文交流意识和能力的4个重要切入点，是我国公民教育急需关注的内容。

　　

学校-社会-家庭三位一体的公民人文交流教育

　　培养公民的人文交流能力应该纳入公民教育的范畴。公民教育的主要任务是将潜在的公民培养成合格的公民或理想的公民，使青少年能够成为承担起公民职责的人。公民人文交流能力的培养是一项复杂的系统工程，需要国家层面系统规划、顶层设计，同时还应该由学校、社会和家庭三位一体、协同推进。

　　学校是人文交流素养培养的主要平台，从学校人才培养理念和定位，到课程设计和课堂教学，再到拓展课程和课外活动，都应充分考虑学生人文交流素养培养的需要。例如，上海外国语大学附属中学将其办学宗旨确定为：服务祖国发展、服务人类进步；其人才培养定位是：培养国际跨文化预备英才。为了拓宽学生的知识面，学校开辟了第二课堂，开设第二外语和外语选修课，如报刊阅读、外国文学、历史、各国概况等，以增强适应国际交往的知识和技能。学校还开设了多门类的选修课和兴趣小组，包括国际金融知识、公共关系、科技英语、世界风土人情、计算机、古代爱国诗词选读、唐诗、《红楼梦》讲座、文明礼仪课等。上外附中的办学定位和教育、教学特色表明这是一所培养人文交流人才的理想学校，学生在这样的学校学习，一定能够从意识、知识、情感和技能等多层次、多维度地提升人文交流能力。

　　社会教育是学校人文交流教育的有益补充。人文交流活动大都与公民的社会生活融为一体。政府部门、社会机构、非政府组织、社区、居委会等作为人文交流活动的主要发起单位，可以设计各式各类公益活动，鼓励公民参与，帮助他们认识人文交流的意义，增强人文交流的意识，提高人文交流的能力。英国利物浦市的做法或许可以给我们一些启发。该市每年在城市公园举行1000多场市民活动，活动的主题包括发现城市之美、探索自然奥秘、感受异国风情、畅谈旅游感悟、分享健康美食，等等，应有尽有。这些公益活动吸引了包括市民和游客在内的各个群体，不仅拓展了市民的知识面，放松了身心，增进了彼此之间的友谊，而且这些活动从本质上来说也是很有意义的人文交流活动，活动拉近了市民与外来游客之间的距离，参与活动的市民因此还接受了人文交流的教育。当然，社会活动要成为真正意义上的、高质量的人文交流活动，要求活动设计者具有深厚的人文交流知识和丰富的人文交流经验。

　　发挥媒体的人文交流教育功能也是培养公民人文交流素养的一个重要途径。近年来，以互联网和手机为用户终端的新媒体已深入民众生活的方方面面，对其思维方式、生活方式和工作方式产生了深刻的影响。媒体机构应该正确定位，充分发挥媒体的教育与引导功能，设计和制作大众喜闻乐见，又有利于提升他们人文交流素养的节目。

　　最后，人文交流素养的培养还离不开家庭教育。家庭教育是学校教育与社会教育的基础。家庭教育是家长日常生活中，有意识地通过身传言教、生活方式、情感、交流等方式，对子女施以一定教育影响，继而家庭成员彼此相互影响终生的一种社会活动。就人文交流而言，父母可以利用家人共同阅读、看电视、探亲访友、出游等活动机会，对孩子进行爱国主义教育，培养他们对不同文化和个人的包容、尊重、理解和欣赏的态度，鼓励他们与人沟通交流，提高他们的学习创新能力。

　　总之，公民是人文交流的主体，他们的人文交流素养决定国家人文交流战略是否能够有效实施，因此对公民进行人文交流教育势在必行。就能力培养而言，我们认为学校教育是关键，社会教育是补充，家庭教育是基础，只有三者有机结合，三位一体，才是我国公民人文交流教育的最佳路径。 （作者系上海外国语大学教授、对外合作交流处处长）

Developing People-to-People Exchange Capabilities

　

The 18th National Congress of the Communist Party of China identified the need to promote public diplomacy and people-to-people exchanges, which led to the latter being elevated to the status of a national strategy. In the last several years, propelled by the establishment of mechanisms between China and Russia, the US, the UK, the EU and France, among others, people-to-people exchanges have increased in both volume and quality, effectively complementing public diplomacy. Such exchanges, therefore, have not only helped promote China’s diplomacy as a major country, but have significantly increased the world’s awareness and understanding of China.

　

In addition to top-down events promoted by governments, people-to-people exchanges also require bottom-up citizen participation and, ideally, for the general public to organically integrate their own daily lives and work into the content of exchanges.

　

Developing Capabilities

　

At present, the majority of people-to-people exchanges between China and foreign countries involve mechanisms and programs promoted at the level of government, though there are also some events spontaneously organized by private institutions and the public. Regardless of the form these take, at the core of people-to-people exchanges is the exchange of personnel. As such, capabilities of personnel are the key.

　

People-to-people exchanges are essentially exchanges on ideas and cultural elements. They are emotional and spiritual bridges of communication between peoples and deep bonds of understanding and trust between countries, which last longer than political exchanges, are more profound than economic and trade exchanges, and are more grass-roots, influential, inclusive and enduring than other methods of exchange.

　

Based on the above understanding of the nature of people-to-people exchanges, combined with China’s actual people-to-people exchange requirements, I believe that national identity, international understanding, communication, and learning and innovation are the four fundamental capabilities required for people-to-people exchanges, and attention should be paid to them in civic education.

　

National Identity National identity is one of nine qualities mentioned in the Draft Report on Core Attainments of Chinese Student Development recently published by the Ministry of Education, which is considered an understanding of, and identification and compliance with, the nation’s political system, its core values, and its culture and traditions. From the perspective of the requirements for people-to-people exchanges, citizens who participate in them should possess a love of, identity with and pride in their country, nationality and Chinese culture. At the same time, they need to understand China’s national conditions and history, and understand and have an appreciation of China’s traditions and culture. Moreover, they should have confidence in the contemporary concept of socialism with Chinese characteristics and the Chinese dream of the great rejuvenation of the Chinese nation. Only then, when they interact with people from other countries around the world, will they be able to confidently tell China’s story and spread Chinese culture. Not only are people who lack knowledge about their own country and culture not suited to participation in people-to-people exchanges, they are actually obstacles to such exchanges.

　

Students studying abroad are the driving force behind people-to-people exchanges. Three years ago, a group of MBA students from a Swedish university arrived in Shanghai as part of an exchange with Shanghai International Studies University. Among them was a Chinese student from Shanghai who had gone to study abroad. During a class she asked the following two questions in front of more than 20 European students: Why does China have family planning policies? Why did the Shanghai government ban the wearing of pajamas in public (it was actually a recommendation rather than a ban) during the World Expo? For a young student who had spent most of her life living in China to ask such questions about her country showed a lack of understanding of her country and a lack of identification with her own culture. One can only imagine how citizens like her tell China’s story and perform the important tasks of people-to-people exchanges while spending long periods of time studying with students from other countries and cultures.

　

The primary task in people-to-people exchanges, therefore, is to educate Chinese citizens on China’s national conditions and patriotism. National identity gives impetus to people-to-people exchanges.

　

International Understanding According to the Draft Report on Core Attainments of Chinese Student Development, international understanding is mainly expressed as an individual’s understanding of and interest in the international dynamic, multi-culturalism and humanity’s common destiny. Citizens who participate in people-to-people exchanges should have a global perspective, know the evolution of human civilization and world development, be aware of the global challenges facing humanity and understand the meaning and value of a community of common destiny. We should abandon narrow-mindedness and prejudice toward cultural differences, and foster an attitude of openness, tolerance, respect, understanding and appreciation. At the same time, it is necessary to turn this knowledge and attitude into action and enthusiastically participate in cross-cultural exchanges, and exchange ideas and engage in cultural exchanges with people from around the world. One can imagine what the outcome would be if people who lack understanding of world culture, particularly of cultural characteristics and deeply-held values, and are accustomed to judging others’ lifestyles and manners by their own criteria or have a superficial or prejudiced view of world cultures, were to engage in people-to-people exchanges with people from different cultural backgrounds.

　

Studying world cultures and fostering a global outlook must, therefore, be a prerequisite for citizens who wish to participate in people-to-people exchanges.

　

Communication People-to-people exchanges are, by nature, derived from cross-cultural communication between peoples from different cultural backgrounds, so developing the cross-cultural communicative competence of citizens is essential. Enhancing cross-cultural awareness and sensitivity, and helping citizens to view, analyze and resolve problems from the perspective of cultural differences, are the primary tasks of cross-cultural education. When faced with different cultures and people, one should not rashly judge them by one’s own values. All cultures are equal, and all cultural behavior has its own logic, so people should adopt an open, respectful, tolerant, understanding and appreciative attitude toward them. Another important aspect of cross-cultural communicative competence lies in the constantly changing communicative context, and being able to adjust one’s own cultural frame of reference at any time and adopt appropriate methods of communication, in order to achieve effective and appropriate communication. In addition, conflict is an inevitable part of cross-cultural communication. Understanding the reasons for conflict and improving people’s ability to manage cross-cultural conflict is important for citizens participating in people-to-people exchanges. Cross-cultural communicative competence is a core competence for people-to-people exchanges, and may be considered the engine of people-to-people exchanges.

　

Learning and Innovation People-to-people exchanges, which are mainly about exchanging ideas and cultural elements, are an extremely practical activity. Nowadays, people-to-people exchanges can involve a wide range of content and take many forms. They not only require participants to have a deep interest in cultural heritage, but also to have a strong capacity to learn and innovate. Chinese culture is rich and extensive, and the cultures of other countries around the world are abundant and varied. We should adopt a positive attitude and take a keen interest in exploring and learning, in classrooms and from books, from peers and in practice. A good participant in people-to-people exchanges should also be good at reflecting on and managing his or her own learning, thinking outside the box, developing new ideas, have a background in the Internet Plus and take the initiative in adapting people-to-people exchanges to the new information age.

　

Foreign experts working in China are high-end, knowledgeable, talented individuals and an important group who have been invited to China to participate in people-to-people exchanges. They are also often enthusiastic about, and experienced in, people-to-people exchanges. Relevant departments need to think not just about helping with their work and living arrangements while in China, but also holding people-to-people exchanges that are aimed at them. In terms of learning and innovation, we need to understand the cultural backgrounds and national histories of foreign experts and pay attention to international news and current affairs, in order to carry out friendly and in-depth exchanges and form friendships with them. On this basis, we can explore new ideas, create innovative models and constantly design and develop themed events suited to the interests of experts and the requirements of people-to-people exchanges. For example, Shanghai international Studies University has, in recent years, organized a number of events, including opportunities for foreign experts to share their views on Shanghai, a literary salon for Chinese and overseas teachers, cuisine sampling for foreign experts and a series of lectures by international teachers, which reflect the ability of personnel involved with international students and foreign experts to think innovatively in order to promote people-to-people exchanges. These events have worked to improve services to foreign experts, help foreign experts understand China and enhance friendships between Chinese and people from overseas.

　

We can, therefore, see that people’s ability to learn and innovate can accelerate people-to-people exchanges.

　

Although national identity, international understanding, communication, and learning and innovation do not cover all the abilities required to conduct people-to-people exchanges, they are four important starting points for enhancing contemporary participation by Chinese citizens and their awareness of, and ability to conduct, people-to-people exchanges. This is an aspect of Chinese civic education that urgently requires attention.