一、跨文化交际能力培养的认知体系跨文化交际能力的认知层面包括目的文化知识以及对自身价值观念的意识。对许多教师来说,跨文化交际能力主要是指在目的文化情境中适宜使用目的语的知识,调整自己感知、理解和表达的习惯,用一种新的视角去看待世界,由此形成对世界新的体验能力。相对于跨文化外语教学来说,认知就意味着教学理念、教学目标、教学中看似矛盾的各种关系的处理以及教学原则等的确立。二、跨文化交际能力培养的情感体系 First, the cognitive system of intercultural communicative competence Cognitive aspects of intercultural communicative competence include the purpose of cultural knowledge and awareness of their own values. For many teachers, intercultural communicative competence refers mainly to the appropriate use of the target language knowledge in the target cultural context, to adjust their own perception, understanding and expression of the habit of using a new perspective to look at the world, thus forming the world New experience ability. Compared with intercultural foreign language teaching, cognition means the establishment of teaching philosophy, teaching objectives, seemingly contradictory relationships in teaching, and teaching principles. Second, the intercultural communication ability training emotional system