全球化语境中的文化流动既催生了跨文化认知的需要,也引发了文化主体性的深层焦虑。外语教育作为文化对话的前沿领域,其使命已超越工具性交际,指向文化认同的复杂性建构。传统外语教育中的二元对立思维难以应对当代文化政治的复杂性,需要通过课程哲学重塑、教学法创新和评价体系转型等路径,实现跨文化认知与国家认同的辩证统一。基于此,本文以文化间性哲学为视角,系统解构跨文化认知图式与国家认同结构的理论分野与实践交织,提出批判性文化间性素养作为整合性理论框架,旨在重构外语教育的价值坐标,为培养兼具全球胜任力与文化主体性的新型人才提供理论支持。这一重构不仅关乎外语教育的学科定位,更对全球化时代的文化对话与文明互鉴具有深远意义。

In the context of globalization, cultural mobility not only generates the demand for cross-cultural cognition but also provokes profound anxiety regarding cultural subjectivity. As a frontier field of cultural dialogue, foreign language education has transcended its role as a mere tool for communication, and its mission now focuses on the complex construction of cultural identity. The binary oppositional thinking in traditional foreign language education can barely address the complexity of contemporary cultural politics. Therefore, it is essential to achieve the dialectical unity of cross-cultural cognition and national identity through approaches including the reconstruction of curriculum philosophy, the innovation of teaching methodologies, and the transformation of evaluation systems. Based on this, this paper, from the perspective of intercultural philosophy, systematically deconstructs the theoretical divergences and practical intersections between cross-cultural cognitive schemas and national identity structures. It proposes “critical intercultural literacy” as an integrated theoretical framework, aiming to reconstruct the value coordinates of foreign language education and provide theoretical support for cultivating new-type talents with both global competence and cultural subjectivity. This reconstruction is not only relevant to the disciplinary positioning of foreign language education but also holds far-reaching significance for cultural dialogue and the mutual learning of civilizations in the era of globalization.