7月26—28日， 2024国际英语教育中国大会在珠海举行，本次大会主题为“文化交流，文明互鉴——推动人工智能时代全球外语教育高质量发展”。我校李力、李旦、陆旻三位老师在本次大会中作了题为“The Problems, Connotations and Approaches of Intercultural Communication Education in Middle School English Teaching”的工作坊交流发言。

洪琳老师作了题为“Enhancing professional development through empowerment: A case study on a foreign language teacher”的论文展示发言。李旦老师作为李威峰名师工作室成员代表浙江省初中英语教研员李威峰老师作了题为“用好AI教研平台，促进外语教师教研能力”的主题发言。王敏老师和徐嘉老师全程观摩本次会议。

本次大会为期3天，共有8场主旨报告和30余场平行会议，包括“一带一路”英语教育专场、专门议题委员会专场、高被引学者专场等，来自20多个国家和地区的教育专家、学者和一线教师围绕16个分议题交流分享、共谋发展。大会的主题聚焦人工智能时代教育的发展趋势。随着人工智能技术的不断进步，教育领域正经历着前所未有的变革。教育工作者们正在积极探索如何有效利用AI技术优化教学方法，提升教学效率，并确保教育公平和教育质量。

2024国际英语教育中国大会由中国日报社、北京师范大学和上海外国语大学主办，21世纪报社和澳门城市大学联合承办，中国英汉语比较研究会、中国教育学会外语教学专业委员会、国际英语教育研究基金会、ETS中国和英国文化教育协会和担任学术指导单位。自2018年创办以来，大会搭建了以权威学术、沉浸体验、深度社交为特色，集学术研讨、政策咨询、信息共享、合作交流、展览展示为一体的外语教育国际交流平台。

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李力等老师的工作坊发言摘要：

Through English courses, students can learn about the achievements of different countries, compare the differences and similarities between Chinese and foreign cultures, and sharpen intercultural communication skills. Due to the cognitive deviation, inadequate ability and practical difficulties of teachers, students have some problems in intercultural communication, such as fragmentation and superficiality of learned intercultural communication knowledge, shallow understanding of foreign culture, and the lower ability to express Chinese culture in English than that of foreign culture in English. These problems eventually lead to the phenomenon of inefficient communication, cultural 'shock' and native-culture “aphasia” in foreign exchange of Chinese foreign language learners. Hangzhou Foreign Language School (HFLS) has always adhered to the culture-oriented foreign language education (COFLE) approach, integrating our junior and high school curriculums. The panel are introducing some effective and distinctive practices in cultivating students' intercultural communication ability. Such as how the English teachers in HFLS improve their cultural competence, interpret culture phenomena and employ “Cultural Knowings”mode in their teaching; How the English department develops elective courses on culture and build platforms of disciplinary cooperation; How the school designs and carries out rich cultural experience and exchange activities to develop students' behavioral skills.

洪琳老师的论文展示发言摘要：

This case study examines the role of empowerment in advancing the professional development of foreign language teachers. It reveals that a combination of 'external empowerment' and 'internal empowerment' is essential. Externally, delegating decision-making power to teachers enhances their professional confidence, fostering a diligent and proactive approach. Additionally, it is necessary for schools to grant teachers autonomy over curriculum development to enrich their practical knowledge and evolve into educators with multiple competencies. Internally, teachers must engage in proactive learning and reflection to elevate their instructional and research capabilities, evolving into reflective practitioners. In addition, active collaboration and knowledge sharing with peers are vital for integrating into a professional learning community.

外文组报道（部分内容来自于TESOL公众号）