在國際化和全球化背景下,中外學者對于大學生應該具備哪些能力來面對全球性的挑戰和機遇進行了長期探索和研究,我國學者尤其對國際能力、全球化能力和跨文化能力比較感興趣,但這三個術語在高教研究領域的混淆現象也不容忽視。本文通過文獻研究法和歷史研究法對這三個術語的概念、理論框架和測評等方面的發展進行回顧和梳理,剖析其在理論和實踐中的生命力和適應力。在此基礎上,針對術語的混用問題討論了三者是否可互用和如何選擇使用。結論認為國際能力、全球化能力可能不適合中國;跨文化能力可使用,但仍需調適,加入"東方視角"。

Under the background of internationalization and globalization, Chinese and foreign scholars have made long-term exploration and research on the competence of college students to meet the global challenges and opportunities. In particular, the domestic scholars have great interest in international competence, global competence and intercultural competence, but the confusion of these three terminologies in the research field of higher education should not be ignored. This article firstly reviews and combs the concept, theoretical framework and competence assessment of these three terms by using the literature research method and historical research method, and clarifies the origin of these terms and analyzes their vitality and adaptability in theory and practice. On this basis, it discusses whether the three terminologies can be interoperable and how to choose to use them. It has concludes that international competence, global competence may not be suitable for China, intercultural competence can be used in China, but it still needs adjustment, adding oriental perspective.