在经济全球化背景下，全球胜任力逐渐成为学生在未来全球劳动力市场竞争中取得优势的关键能力，如何培养学生的全球胜任力成为众多国家关注的问题，不少国家纷纷发布相关的中小学教育政策文件来引导学校培养学生的全球胜任力，但在培养实践中仍存在不少问题。PISA2018测评了多个国家15岁学生全球胜任力的表现，发现大多数国家低ESCS学生全球胜任力表现显著差于高ESCS学生，如何减小高ESCS和低ESCS学生全球胜任力表现的差距值得关注。

      本研究重点关注了全球性和跨文化课程活动对学生全球胜任力的影响，全球性和跨文化课程活动具体包括融入全球性议题的课程、融入跨文化主题的课程以及全球性和跨文化学习活动的参与三个方面，同时还关注了高ESCS和低ESCS学生群体在全球胜任力方面的差异。首先，本研究基于PISA2018中国香港学生全球胜任力的问卷调查数据，采用独立样本t检验方法对高ESCS和低ESCS学生的全球胜任力表现进行差异分析；其次，运用多水平模型探究全球性和跨文化课程活动对学生全球胜任力的影响及其ESCS的异质性影响；最后，运用Oaxaca－Blinder分解方法进一步探究高ESCS和低ESCS学生接触或参与的全球性和跨文化课程活动能在多大程度上解释两组家庭学生全球胜任力表现的差距。本研究得出以下结论：（1）低ESCS学生的全球胜任力表现显著差于高ESCS学生；（2）全球性和跨文化学习活动的参与对低ESCS学生全球胜任力的提升作用要大于高ESCS学生；（3）高ESCS和低ESCS学生全球性和跨文化学习活动参与频率的差距是解释他们全球胜任力差距的重要因素；（4）高ESCS和低ESCS学生资源转化率的差距也是解释他们全球胜任力差距的重要因素；（5）教师对不同文化的态度对学生全球胜任力表现具有重要影响。基于以上结论，本研究提出鼓励低ESCS学生积极参与全球性和跨文化学习活动、提高低ESCS学生的资源转化率以及改善教师对不同文化的态度三个方面的建议，同时也给中国内地学生全球胜任力的培养带来一定的启示：需要理清全球胜任力本土化内涵，形成系统的评价框架、在课程活动中融入相关议题，提高学生的学习活动参与感以及关注不同家庭社会经济文化地位学生全球胜任力的培养。

     In the context of economic globalization, the global competence has gradually become a key ability for students to gain an advantage in the future global labor market.How to cultivate students' global competence has attracted the attention of many countries. Many countries have released relevant education policy documents for primary and secondary schools to guide schools to cultivate students' global competence, but there are still many problems in practice. PISA2018 evaluated the global competence of students in many countries, and found that the global competence performance of students with low ESCS was significantly worse than that of students with high ESCS in most countries.How to reduce the gap between high and low ESCS students' global competence performance deserves attention.

    This study has focused on the impact of global and intercultural curriculum activities on students' global competence, including the curriculum that integrate global issues, intercultural themes, and global and intercultural learning activities. At the same time, this study has also focused on the difference in global competence of students between high and low ESCS. First, based on the data of PISA2018 questionnaire survey on global competence of students in Hong Kong, China, this study has adopted the independent sample T-test method to analyze the differences of global competence of students between high and low ESCS. Second, a multi-level model was used to explore the impact of global and intercultural curriculum activities on students' global competence and the heterogeneous impact of ESCS. Finally, the Oaxaca-Blinder decomposition method was used to further explore to what extent that global and intercultural curriculum activities could explain the differences in global competence of students between high and low ESCS. This study draws the following conclusions: (1) the global competence of students with low ESCS is significantly worse than that of students with high ESCS.(2) The participation in global and intercultural learning activities has a greater effect on improving the global competence of students with low ESCS than that with high ESCS.(3) the difference in the frequency of participation in global and intercultural learning activities between high and low ESCS students is an important factor to explain their global competence gap.(4) The resource conversion rate gap between high and low ESCS students is also an important factor to explain their global competence gap.(5) Teachers' attitudes towards different cultures have an important impact on students' global competence. Based on the above conclusions, this study suggests encouraging students with low ESCS to actively participate in global and intercultural learning activities, improving the resource conversion rate of students with low ESCS, and improving teachers' attitudes towards different cultures. Meanwhile, it also brings some enlightenment to the cultivation of students' global competence in mainland China: it is necessary to clarify the connotation of localization of global competence and form a systematic evaluation framework, integrate global and intercultural topics into curriculum activities, improve students' sense of participation in global and intercultural learning activities, and pay attention to the cultivation of students' global competence in different economic social cultural state.