文化是人类智慧和创造力的体现。不同种族、不同民族的人创造不同的文化。我们都是文化的创造者，又是文化的享受者和改造者。刘老师在课堂中展示了几幅图，让老师们分析文化与图片上的物体有何相似之处，并且思考这对跨文化有什么启发。

Culture is the embodiment of human wisdom and creation. People from different races and nationalities create different cultures. As the creators of cultures, we are also the persons who can enjoy and transform cultures. In class, Ms. Liu demonstrated several pictures, asking teachers to analyze the similarities between culture and the objects in the pictures and consider the enlightenments to cross-culture.

从讨论中可以看出，文化具有多层次，人也是被多层次的文化塑造；文化是我们用来解读这个世界的系统，对于任何事每个人有自己的理解；文化是我们知道却不在意，并且是我们赖以生存的东西；文化像树，深深扎根，一圈圈年轮都是岁月的积累，文化也是源远流长的；文化是房子，是我们的港湾。教师们学会在跨文化的合作与交流中，以开放的心态去面对，以及更多地了解跨文化的思维模式和世界观等方面。

From the discussions, it can be observed that culture is multilayered and humans can also be shaped by multilayered culture; culture is a system for us to interpret this world, where each person has his or her own interpretation; culture is something we know but we don’t care and something we have to rely on; culture is deeply rooted and long-lasting like trees whose circuits of annual rings are accumulations of time and tide; culture is a house, our harbor. Teachers should keep open-minded in the cross-cultural cooperation and communication, thus learning more about cross-cultural thinking modes, world views, etc.

跨文化交流是来自不同文化群体的人，在特定社会语境中通过互动，试图协商共同意义的符号交换的过程。刘老师采用与教师模拟场景和小组讨论的方式，深入理解跨文化交流的含义。在跨文化背景下，学会去感受对方的不同、世界的不同，包容理解并且培养学生的跨文化交际能力，扩展国际视野，树立全球意识。

The symbolic exchange process where by individuals from two (or more) different cultural communities attempt to negotiate shared meanings in an interactive situation within an embedded societal system. Ms. Liu applied the methods of group discussion and teachers simulation to get the meaning of intercultural communication across. In the context of cross-culture, teachers should learn to feel the distinction of others as well as the world, tolerate and cultivate students’ ability ofintercultural communication, expand international horizons and establish global consciousness.

作为教师，我们不仅要培养学生的语言基本技能，同时我们也是传递中西方文化的使者和桥梁，我们要把培养学生的跨文化交际意识及能力当作是一项核心任务，落实到课堂教学上，在课堂上生根发芽，既要教书，更要育人。

As a teacher, not only should we cultivate the students’ basic lingual skills, but also we are the messengers and bridges of conveying the eastern and western cultures. We should regard the cultivation of students’intercultural communication consciousness and ability as a core task, integrate it into class teaching, thus realizing the goal of imparting knowledge and cultivating talents.

•Observe 观察

•State objectively what is happening 

客观描述正在发生的情况

•Explore different explanations for what is happening

探索各种该情况发生的不同解释

•Evaluate which explanation is the most likely one 

评估哪种解释是最可能性最高的

“OSEE”工具可以帮助教师们客观地理解跨文化场景，从观察和倾听开始，真正意识到在正在发生的事情，尽可能探索不同的解释，并且学会从他人的角度看问题，不同的解释可能包括个人和文化层面的解释，同时评估哪种解释的可能性最大。其中的评估方法有很多，包括通过与人交谈、提出问题从而了解更多信息。教师们可以通过学习更客观地看待各种行为，从而深入做到跨文化交流。

The tool “OSEE” can help teachers understand objectively the scenes of cross-culture. From observation and listening, they can really realize what is happening, attempt to explore different explanations and learn to deal with problems from the angle of others. Different explanations may include explanations from individual and cultural levels. Meanwhile, which explanation is the most likely one may also be evaluated, and the evaluation methods are various, including communicating with others or coming up with questions so as to know more information. Teachers can treat different behaviors more objectively through study so that a more thorough intercultural communication can be realized.