来华非洲留学生的跨文化适应研究——以义乌工商职业技术学院为例

随着中非政治、经济、文化交流的发展,来华非洲留学生在来华留学生中占有重要份额。开展来华非洲留学生跨文化适应研究,了解留学生在华环境下跨文化适应方面遇到的问题和需求,并对此做出理论探讨,对优化来华留学环境,促进教育国际化具有重要的现实意义。笔者从社会文化适应度,学业、学术适应度,社会支持满意度三方面进行了调研,分析了非洲留学生在跨文化适应中的问题及对策。     

来华接受学历教育学生的跨文化适应研究--以社会经历为视角

基于对25名来自7国正在接受来华学历教育的国际学生之焦点团体访谈定性实证资料,结合应用根据Likert五分量表法设计的“封闭式问题”所获定量数据及中国官方网站和可信赖媒体报道等文献资料,以Bourdieu的文化资本及Hofstede的文化价值取向为理论基础,比照文化适应“资本-个性转换”理论范式,考察国际生留学中国的真实社会经历。研究结论：在文化适应“U-曲线”和“W-曲线”的“危机期”和“适应初期”,跨文化适应指导及社会支持至关重要。对新来乍到的国际学生在其“危机期”和“适应初期”开设跨文化适应导入课程及组织较多社会活动和增加社会支持有助于他们尽早进入“恢复期”和“适应期”以顺利完成留华学历教育。     

来华留学生跨文化社会心理适应问题研究与对策

国际学生的跨文化社会心理适应问题是一个复杂的过程,文章探讨了包括留学生所处外部因素、他们自身情况、个性心理特点等变量因素对国际学生在中国的跨文化社会心理适应过程的影响.并提出高等院校应该重视来华留学生在跨文化社会心理适应过程中遇到的问题,采取主动措施帮助留学生们解决这些问题, 让他们顺利地实现跨文化社会心理适应过程.     

就跨文化适应阶段谈当前来华学历留学生的管理

随着我国国际地位的不断提高,来华留学生的数量呈现不断上升趋势,这对留学生的管理提出了更高、更新的要求。本文以温州医学院来华医学留学生的管理为例,分析温州医学院来华留学生在跨文化适应中存在的问题,并从问题入手,提出有利于留学生管理的具体措施,以尽快帮助留学生适应中国文化。     

辅导员如何帮助留学生度过跨文化心理适应的“危机阶段”

留学生来华学习会不可避免地经历跨文化心理适应阶段,影响他们心理状况的主要有汉语学习、教育和社会文化三大应激原。在心理上适应新环境是来华留学生学习和生活的重要保障。留学生辅导员应发挥其自身语言和跨文化交际能力等优势,采取团体心理辅导、QQ心理咨询、一对一心理辅导等方法,研讨心理变化,充分利用高年级留学生资源,使来华留学生保持心理健康,顺利度过跨文化心理适应阶段。     

高校来华留学生跨文化适应中的压力应对研究——基于三位高校来华留学生的访谈

中国已经成为亚洲最大的留学目的地国家,留学生教育管理工作面临越来越多的挑战。以3名来华高校留学生为调查对象,对来华留学生在跨文化适应过程中的压力应对展开定性研究。研究发现来华留学生需要半年至一年的时间来适应新环境,遇到的困难主要有汉语学习及交流障碍、生活环境不同以及文化沟通上的差异。面对这些困难,在华留学生通常会采取自我调节和寻求帮助两种积极的应对压力方式。     

高校来华留学生跨文化适应问题的分析与思考

随着中国综合实力不断增强,我国来华留学生教育事业得以蓬勃发展,并面临更多挑战。其中,怎样让来华留学生快速适应中国文化与生活,是教育与管理者需要思考的问题。文章分析了高校来华留学生跨文化适应存在的主要问题,思考了应对策略,以增强留学生应对能力,更快适应新环境,顺利度过留学生活,有效完成学业。     

来华留学生跨文化社会心理问题及对策研究

来华留学生普遍存在跨文化适应问题,本文重点讨论了留学生在生活、学业、社会文化及个人心理方面的适应问题,分析了导致跨文化适应问题的外部因素与内部因素,并提出相应的解决对策,以帮助留学生平稳解决跨文化适应过程中出现的问题,实现来华留学的目标。     

来华印尼留学生跨文化适应研究——华南理工大学短期汉语师资培训人员跨文化适应

全球化速度的不断加剧及中国经济的飞速发展,使国际“汉语热”不断加温。印尼政府1998年解禁汉语,使得来华留学印尼学生逐年增多。文章以某高校印尼短期汉语师资培训班为研究对象,通过深度访谈,研究来华印尼留学生跨文化适应情况。研究结果将从影响印尼留学生跨文化适应因素、印尼留学生跨文化人际交往和印尼留学生学业适应三个方面进行分析。     

中亚来华留学生的文化冲突与适应

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。     

International students in transnational mobility: intercultural connectedness with domestic and international peers,institutions and the wider community

International students’ connectedness with their peers, institutions and the broader community significantly affects their learning and wellbeing. It is important to understand their multiple desires for intercultural connectedness in order to nurture it. This paper analyses the motives and nature of international students’ intercultural connectedness. It is based on a study that includes more than 150 interviews and fieldwork with international students and staff from 25 vocational education colleges in Australia. Drawing on Blumer’s symbolic interactionism theory as a conceptual framework, the study found international students’ motivation to engage in intercultural connectedness is linked to not only their desire for respect and recognition for intellectual, cultural and linguistic capacities and diversities but also for employment aspirations. The research shows various dimensions in which intercultural engagement is seen to encompass not only empathy, sociability and equity but also employability. The findings suggest meaningful interaction is essentially bound to reciprocal learning.     

文化休克现象对非洲安哥拉留学生学习的影响——以长沙理工大学为例

文化休克现象是留学生在跨文化交际中普遍存在的一种现象,它影响着留学生的学习。随着长沙理工大学外国语学院留学生教育工作的不断发展,留学生中的文化休克现象日益受到重视。基于此,以长沙理工大学安哥拉留学生为例,分析文化休克对土木专业留学生学习的影响,并提出为解决文化休克问题,提高管理和教学效果应采取的对策。     

Understanding international students’ in-class learning experiences in Chinese higher education institutions

Despite the dramatic rise in international student enrolment in Chinese higher education institutions, the classroom learning experiences of these students are not adequately reflected in the international literature. The present qualitative study explores the learning experiences of 33 international students in different types of classroom arrangements at Chinese universities. The findings show that the international students’ perceptions of teaching and learning approaches, their language difficulties, the type of classroom arrangement, the origin of the international students in the class, the more relaxed academic requirements for international students and the international students’ learning motivation all shaped their in-class experiences. Furthermore, the findings reveal that the international students’ personal traits and cross-cultural environment interacted with their psychological mechanisms to produce and influence their learning experiences. The article highlights the need to make sense of these complexities in order to understand international students’ in-class learning experiences. The implications of improving these experiences are discussed.     

国际学生辅导员队伍建设若干思考

International student counselors play an important role in guaranteeing international education functionality, management standardization and service professionalization, and in upgrading the management level of international education, the sustainable growth of high quality overseas students in China, thus enhancing the competitiveness of China’s higher education in the international education market. This research highlights that international student counselors should be well-staffed to bear responsibilities in the areas of international students’ organization, management, counseling, education and guide. For that purpose, counselors should be selected from professionally, ideologically and politically qualified faculty members, as a part of the whole ranks of student affair workers.     

‘Responsibility in mobility’: international students and social responsibility

Enhancing the educational experience and social connectedness for international students is the responsibility of different involved parties among whom international students themselves and host institutions play a key role. However, the question of how the condition of cross-border mobility has shaped and re-shaped international students’ responsibility towards the home and host country and other social relationships that have been formed via their mobility experiences is often neglected. This paper examines the social nature of international students’ responsibility. It is derived from a research project funded by the Australian Research Council that includes fieldwork and semi-structured interviews with 155 staff and international students from 25 institutions in Australia over 4 years. Using positioning theory as a conceptual framework, the study shows that it is important to take into account the tangible aspects of transnational mobility in understanding international student responsibility rather than merely locating their responsibility in simple cultural, personal or institutional parameters. The study suggests the important roles of host institutions and community in creating conducive conditions and opportunities for international students to exercise responsibility as social members and intercultural learners. Enhancing student social responsibility and capacity for enacting responsibility is essential for nurturing meaningful transnational citizenship.     

Investigating higher Education Students’ Professional Socialisation: a revised framework

Research on professional socialisation in higher education has been conducted in nursing, pharmacy, teaching and law, but there is a lack of studies on professional socialisation in tourism and hospitality education. This paper contributes to the body of knowledge by revising the professional socialisation framework ‘Conceptualising Graduate and Professional Student Socialisation’ through the findings of a broader study on the professional socialisation of Chinese international students enrolled in tourism and hospitality degrees at a particular Australian university. The study examined diverse stakeholders’ perceptions of attributes needed by Chinese graduates with Australian university qualifications in tourism and hospitality management entering the Chinese hotel industry. The revised framework, ‘Higher Education Students’ Professional Socialisation Framework’, suggests different processes for enhancing the socialisation and career development of Chinese international students with an Australian tourism and hospitality management degree through work-integrated learning; language learning and communication; teamwork and mentoring; and interactions among different stakeholders. Furthermore, workplace socialisation emphasises mentoring and recognises different approaches to career development. Finally, the revised framework explains how the different stakeholders impact on the professional socialisation of students and graduates. The revised framework, which has a cross-cultural dimension, is generic and can be applied to other fields of study and to both international and domestic students in higher education.     

Israeli college students’ perceptions of internationalisation

In the last two decades, higher education institutions have invested significant resources to internationalise, due to economic, political, academic and cultural pressures. Students play a dual role in this process: as customers, selecting institutions based on respective reputations (including the international dimension) and as outputs of institutional internationalisation processes aiming to produce internationally oriented graduates. Universities aspire towards integration of international, global and intercultural dimensions as main aims of higher education, reflecting the upsurging prominence of cosmopolitan capital among their future graduates. Indeed, cosmopolitanism is increasingly considered desirable on individual and institutional levels. Using data from a student survey (n = 1650) gathered at seven geographically and otherwise diverse colleges in Israel, this paper investigates Israeli college students’ perceptions of internationalisation and estimation of their institutions’ internationalisation activities. Parents’ education, previous experiences abroad, proficiency in English and institutional efforts to internationalise were found to positively impact students’ perceptions of on-campus internationalisation initiatives and characteristics. Such differences were also found to relate to the university’s general status and context. This paper presents the findings of the survey and discusses possible implications for policy and practice at institutional and national levels.     

请老外品尝中国文化精选套餐：—兼谈高校如何办好中国文化短期班

为外国学员开办“中国文化与现代中国”短期班，是高校加强国际交流、促进国际社会了解中国的有效方式。举办这类短期班、需要学校各部门通力合作，对教学内容、教学、手段、课外文经活动等进行精心安排，才能取得令各方都满意的效果。     

文化间性视域下我国高校来华留学文化育人探析

文化育人是我国高校来华留学教育的本质要求,是我国高校来华留学教育的价值体现。当前,我国高校来华留学文化育人面临文化冲突、文化歧视、文化单向输出等现实挑战。文化间性为我国高校来华留学文化育人提供了相应借鉴。在文化间性视域下,我国高校应确立文化间性的育人理念、建设国际化校园文化环境、创新文化教学模式、提高教师文化育人能力、推进中外学生交流互鉴、打造中国文化体验基地等作为来华留学文化育人的实施路径。     

Understanding the symbolic capital of intercultural interactions: a case study of international students in Australia

Intercultural interaction plays an important role in contributing to international students’ learning and wellbeing in the host country. While research on international students’ intercultural interactions reveals multifaceted aspects of personal and social factors, there is a tendency to consider language barrier and cultural differences as individual factors that constrain their interactions with the institutional community. Drawing on 105 interviews with international students in Australian vocational education and training and dual sector institutions, this paper examines international students’ intercultural interactions in host institutions and the factors that act as enablers or inhibitors for intercultural interactions. It highlights the social and structural conditions in creating symbolic capital of elitist Anglo-Australian culture and English language, and social differentiation. This paper offers insights into understanding the legitimacy of such elitism, in hope that future conceptualisation, research and practices of intercultural interactions may locate international students within their cultural diversity.