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若干留学大国的留学生辅助项目研究 总被引:4,自引:0,他引:4
文章介绍了美国、加拿大和澳大利亚等留学大国的留学生辅助项目。研究表明,留学生辅助项目的确能够帮助留学生缩短文化适应期,减弱甚至克服文化冲击带来的各种不适。目前中国大学中,留学生学习和生活方面的辅助项目要么没有,要么非常肤浅,不能满足留学生的现实需要。随着来华留学生人数越来越多,留学生辅助指导工作也越来越重要。比较和借鉴接收留学生的大国比较成熟和系统的留学生辅助指导措施,对我们大力发展留学生教育有着重要的现实作用。 相似文献
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在经济全球化背景下,留学生作为高等教育国际化的重要组成部分,既享受着丰富的教育资源,也遭遇着跨文化生活学习的种种不适。留学生辅助项目是为了帮助留学生适应新的学习和生活环境而开展的系统性活动。在跨文化视野下,文章介绍了四个留学生接收大国,即美国、日本、加拿大和英国的留学生辅助项目的特点,并从中得出对我国留学生辅助项目发展的启示。 相似文献
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赖红玲 《成都教育学院学报》2014,28(11):37-41
留学生的跨文化教育适应是一个动态的发展过程,留学生因为各种不同因素的影响而经历各种跨文化适应压力。文章从留学生的跨文化适应阶段入手,从语言和学术适应、教育适应和社会文化等方面讨论留学生所面临的主要跨文化适应压力,从母语文化、自我效能、动机和社会距离等方面分析影响留学生跨文化社会适应的主要因素,以期为高校留学生跨文化适应培训带来启示。 相似文献
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随着“一带一路”计划的不断深入,来华留学生的数量和规模逐渐壮大,他们从熟悉的文化环境来到一个陌生的国度,其生理心理都会经历一个“再社会化”的适应过程,在日常习惯、生活环境、人际交往以及文化认同等方面会存在诸多不适应。通过“Hand in Hand”项目实践,社会工作者运用“以人为本”、“助人自助”价值观、多种形式的小组活动以及专业方法优势介入留学生文化适应问题,丰富了社会工作研究领域,并提出了相应的解决策略,有利于促进留学生发展和维护校园和谐稳定。 相似文献
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胡燕花 《佳木斯教育学院学报》2012,(9):416-417
来疆中亚留学生在文化适应方面有着不同的特点,论文以问卷调查辅以访谈的方式,从语言、环境和生活、心理以及学习适应四个角度分析了中亚留学生来华的文化适应性。结论表明中亚留学生在文化适应方面存在的主要问题是心理和学习适应,其次是环境和生活适应,最后是语言适应,由此,教育者应当有针对性地采取措施,提高中亚留学生的文化适应能力,帮助他们更快地适应所在地的生活和学习。 相似文献
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中亚来华留学生的文化冲突与适应 总被引:2,自引:0,他引:2
为了解中亚来华留学生文化适应状况、文化冲突的原因及中亚文化与汉文化的冲击聚焦点,文本以新疆师范大学国际文化交流学院学历留学生(哈萨克斯坦、塔吉克斯坦和吉尔吉斯斯坦学生)为研究对象,从中亚来华留学生的语言适应、学业适应、日常生活入手,探索影响文化适应的方式差异及影响因素、寻找文化冲突的因素,为留学生尽快适应在中国的学习提供相关思考。 相似文献
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郑燕如 《佳木斯教育学院学报》2013,(8):198-199
近年来,来华留学生的规模不断扩大,随着来华留学生的日益增多,留学生的跨文化适应问题也日益引起教育界的关注。本文通过借鉴以往研究结果,从心理适应、社会文化适应及学术适应三个维度探讨跨文化适应问题研究对留学生教育的启示。 相似文献
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留学生中国社会文化适应性的社会心理研究 总被引:5,自引:1,他引:5
陈慧 《北京师范大学学报(社会科学版)》2003,(6):135-142
跨文化适应可以划分为心理适应和社会文化适应。研究发现留学生中国社会文化适应的内在结构维度可分为:生活适应、公德意识适应、交往适应、社会支持适应、服务模式适应、社会环境适应和当地人生活习惯适应。社会文化适应与当地文化有很大的关系,留学生中国社会文化适应受到中国独特的价值观念的影响,隐藏在留学生适应背后的中国独特价值观念有四个方面:差序格局、中国人看待"自我"的方式、中国人对待朋友的方式、情境中心。 相似文献
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沈佳君 《佳木斯教育学院学报》2014,(6):217-218
随着在华留学生数量日益庞大,在华留学生跨文化适应问题日益引起人们的关注。本文就留学生在华的文化适应问题展开粗浅的讨论,并结合笔者在台湾和日本考察高校的一些见闻,对文化适应方面提出了一些看法。 相似文献
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This article traces the emergence of the world culture theory in comparative education using critical discourse analysis. By chronicling the emergence and expansion of world culture theory over the past four decades, we highlight the (unintended) limitations and exclusive regimes of thought that have resulted. We argue that the theory's telos of a ‘world culture’ neglects the notions of power and agency, and continues to use discourses of modernism and ‘scientific’ methodology to justify conformity as the reigning global ‘norm’. The world culture theory ultimately results in an unwitting legitimisation of neoliberal policies and its varied educational projects. Drawing on the micro-, meso- and macro-levels of discourse analysis, we examine how the semantics and content of the world culture theory have evolved as it embraced an increasingly large and diverse community of scholars aligned with it. By highlighting some significant semantic shifts during the last four decades, we explore how the world culture theorists forged a relatively new (privileged) space in comparative education – a space that has increasingly turned deterministic and normative. Through a careful deconstruction of some of the basic assumptions of world culture theory, we call for reopening of an intellectual space for new ways of thinking about educational phenomena in the context of globalisation. 相似文献
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Although a large number of Spanish secondary schools have preserved an important scientific heritage, including large scientific
instrument collections, this heritage has never been officially protected. Their current state is very diverse, and although
several research projects have attempted to initiate their recovery and use, their lack of coordination and wide range of
methodological approaches has limited their impact. This paper presents a case-study integrated in a new project supported
by the Catalan Scientific Instrument Commission (COMIC) whose final aim is the establishment of a research hub for the preservation,
study and use of Spanish scientific instrument collections. Major aims in this project are promoting a better coordination
of Spanish projects in this field, and furthering international research on science pedagogy and the material culture of science.
The major focus of COMIC is currently the recovery of secondary school collections. This paper provides first, a historical
account of the development of secondary education in Spain, and the contemporary establishment of physics and chemistry school
collections. Second, we focus on a case-study of three Spanish schools (Valencia, Castellón, and Alicante). Finally, we provide
a brief overview of current projects to preserve Spanish school collections, and discuss how COMIC can contribute to help
to coordinate them, and to take a step forward interdisciplinary research in this context. 相似文献
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Bart J. B. Ormel Natalie N. Pareja Roblin Susan E. McKenney Joke M. Voogt Jules M. Pieters 《Educational technology research and development : ETR & D》2012,60(6):967-986
This study portrays recent research?Cpractice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a whole year curriculum, spanned all levels of education, many subjects (science, math, language, culture, teacher education, etc.). Close collaboration between researchers and practitioners was prominent in all of the 18 projects studied. Participants in primary and secondary education projects have quite distinct roles regarding the teaching and researching, but they design their instruction solutions often collaboratively. Nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data. All articles indicated that research fed (re-)design, but few specified how. Based on our findings, we call for increased research and reporting on the specific strategies employed by design research participants to facilitate the production of new theoretical understanding through design of instructional solutions. 相似文献
15.
肖川 《湖南教育学院学报》2014,(1):17-22
大学对于学生最主要的意义是扩大眼界、提高见识,使人拥有更丰富的内心世界和更高洁的人生境界,有丰富的不断超越自我的内在动力。因此,大学首先要带给学生的是现代文明的教养;其次是发展学生的洞察力、鉴赏力和批判性的思考力;第三才是专业知识和专业技能;最终,要帮助学生获得作为知识分子的品格。为此,大学应该是思想最活跃、最富有创造力的学术殿堂,是新思想、新知识和新文化的策源地。 相似文献
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Michelle Cannon John Potter Andrew Burn 《Changing English: An International Journal of English Teaching》2018,25(2):180-197
This paper reflects on recent projects in a variety of media forms, in both formal and informal educational settings, discussing ways of expanding our notions of literacy practices which reflect their place in the wider lived experience of digital culture. We have collected these reflections under three headings. The first of these, Dynamic Literacies, presents an overarching view of literacy as both ideological, following the ‘new literacy studies’, and dynamic, incorporating both semiotic and sociocultural versions of literacy in ways which reflect the changing nature of lived experience in the digital age. The second strand, Productive Literacies, constructs an argument around digital making practices with younger learners which views these as media crafting, critique and artistry. The third strand, Playful Literacies, explores recent projects which are located in games and game-authoring practices as a specific example of connecting pedagogy to contemporary media forms and learner agency in formal and informal settings. Taken together, the three perspectives allow for common ground to be established between multimodal production practices, whilst providing suggestions for framing literacy pedagogy in response to the pervasive use of media and technology in contemporary digital culture. 相似文献
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《Performance Improvement》2017,56(10):24-32
The Michigan State University Primary Care Faculty Development Fellowship Program was one of several national programs to prepare primary care physicians for full‐time academic medicine careers. In their new positions as medical faculty, the physician educators would be responsible for developing projects such as curricula, research studies, or new administrative policies. This article explains how we trained novice medical educators to successfully develop curriculum projects. We noticed three vital, generalizable methods that led to success in training novices to develop projects: a clear project assignment, performance‐centered instruction, and personal mentorship. 相似文献
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Helen Gregory 《English in Education》2013,47(2):118-133
Digital literacy projects offer an exciting means of engaging young people in poetry. Many such projects fall short of realising their full potential however, overlooking students' technological expertise and ability to learn from one another. Youth slam and spoken word (YSSW) offers possibilities for developing these projects, making creative use of both new technologies and student‐centred learning techniques. YSSW's artistic and didactic achievements demonstrate what young people can achieve if we relinquish our privileged positions as authoritative teachers/artists. This article considers how YSSW participants have used digital technologies to create innovative artworks, develop new notions of literacy and inspire their peers to explore their own artistic, socially engaged identities. 相似文献
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云南高校艺术设计学科专业多年来在特色化的办学过程中,积极引入民族传统文化,在形成一定影响的同时也存在学生对民族传统文化的内涵理解不足,难以结合市场创新,尚未形成有影响力的市场产品品牌等问题;而大创项目的开展可对其进行补充,在大创项目中融入民族传统文化,可使大创项目更具有特色和竞争力。通过融入民族传统文化精神和元素,注重功能与形式的结合,注重多学科结合的方式,将民族传统文化精神内涵和元素融入到大创项目中,使之具有一定的成效,为艺术设计学科大学生创新创业打下良好的基础。 相似文献