来华预科留学生跨文化适应状况实证研究

发布时间：2018-04-12 09:10

本文选题：预科留学生 + 跨文化适应　；参考：《山东大学》2015年硕士论文

【摘要】：随着我国国力的增强,越来越多的留学生来到中国留学,其中有相当数量的留学生来华接受相关专业的高等学历教育,并享受中国政府奖学金。因此,为了保证教学质量,中国政府设置了专门针对此类留学生的预科教育。来华留学生预科教育与其他留学生教育有着较大不同,主要表现为学习年限短,教学目标高和学习强度大这三个特点。自2005年开始预科教育试点工作以来,截止2015年4月,共有10所中国高校接受来华预科留学生。在这10年的发展探索中,学者发现语言问题和适应性问题成为影响预科留学生在华学习和生活的两大主要因素。但目前专门针对来华预科留学生跨文化适应问题的研究还比较少,因此本文从心理适应、社会文化适应和校园适应三个维度,对来华预科留学生的跨文化适应状况进行探索性的实证研究。本研究通过文献分析的方法,梳理“跨文化适应”的概念及相关理论,提出本次调查的主要研究问题：来华预科留学生的跨文化适应情况如何?影响来华预科留学生跨文化适应的因素有哪些?来华预科留学生跨文化适应的状况与汉语水平(以汉语水平考试成绩体现)之间是否有相关性?为了回答以上问题,笔者修订编制了《来华预科留学生心理适应量表》、《来华预科留学生社会文化适应量表》和《来华预科留学生校园适应量表》,以山东大学国际教育学院2014-2015学年接收的来华预科留学生为研究对象进行调查研究。通过运用统计软件SPSS (19.0)进行数据分析,得出以下结论：1.总体而言,来华预科留学生的跨文化适应状况良好,其中校园适应状况难度最小,心理适应状况次之,社会文化适应状况难度相对最大。2.差异性比较,即从影响跨文化适应的因素来看,性别、对大学了解程度的不同在心理适应、社会文化适应和校园适应三个维度均有显著差异,年龄、对中国了解程度的不同只在社会文化适应方面有显著差异,文化圈、有无出国经历和汉语水平的不同只在校园适应方面有显著差异。3.从社会支持的来源看,当来华预科留学生在心理适应方面遇到困难时,求助频率最高的是家人和国内亲人朋友；当留学生在社会生活中遇到困难时,求助频率最高的是中国老师；当留学生在校园适应方面遇到困难时,求助频率最高的也是中国老师；可见中国教师是留学生在跨文化适应中获得社会支持的主要来源之一。4.相关及回归分析发现,跨文化适应的三个维度：心理适应、社会文化适应、校园适应之间存在着显著的正相关关系。由于本问卷各量表均值越高,则适应难度越大,适应程度越低,因此来华预科留学生汉语成绩与心理适应、社会文化适应、校园适应状况之间的均值存在着显著的负相关关系,而与心理、社会文化和校园适应状况之间则表现为正相关关系。并且心理适应状况、社会文化适应状况和校园适应状况的难度对其汉语成绩有显著的负向预测,说明跨文化适应的程度对留学生的汉语成绩有着重要影响。最后,本研究根据调查结果,从学校管理、课程设置、教师职能及学生自身四个方面出发,提出了改善来华预科留学生跨文化适应状况的对策及建议。
[Abstract]:As China's national strength, more and more students come to study in China, of which a considerable number of students receiving higher education related professional, and enjoy China government scholarship. Therefore, in order to ensure the quality of teaching, Chinese government set up preparatory education specifically for such students. Students of preparatory education and other foreign student education has great difference, mainly for the learning period is short, the teaching goal and the three characteristics of high intensity of learning. Since, since the beginning of the preparatory education pilot work by the end of April 2015 2005, a total of 10 Chinese accept college preparatory students. In the 10 years of development and exploration, researchers found that language problems and adaptability problems become the two main factors affecting students learning and life in China. But the current specific preparatory students cross cultural adaptation The research is still relatively small, so this paper from the social and cultural adaptation and psychological adaptation, campus adaptation of three dimensions to study cross-cultural adaptation in the exploratory empirical research on the preparatory method. This study through the literature analysis, combing "acculturation" concept and the related theory, put forward the main research problems the survey: quantitative study on cross cultural adaptation of how students? What are the factors that influence the preparatory students cross-cultural adaptation? Preparatory students in cross-cultural adaptation and Chinese level (to reflect the level of the Chinese language test scores) between whether there is a correlation? In order to answer the above questions, the author compiled the revised "preparatory students psychological adjustment scale", "students' social cultural adaptation scale" and "preparatory students adapt to campus scale study abroad preparatory > International Education, Shandong University 2014-2015 school year received preparatory students as the research object of study. By using statistical software SPSS (19) to analysis the data, draw the following conclusions: 1. overall, quantitative study of cross cultural adaptation in good health, which adapt to the situation of the least difficulty of campus psychological adaptation, the social and cultural adaptation in.2. the difference between the maximum relative difficulty, from the impact of cross-cultural adaptation factors, gender, University of understanding differences in the social and cultural adaptation and psychological adaptation, campus adaptation of three dimensions were significantly different, age, different degrees of understanding of China only in the social and cultural adaptation have significant differences, cultural circle there is no experience abroad, and only in the different level of Chinese campus adaptation were significantly different from the.3. source of social support, when the preparatory students in psychological adaptation We should encounter difficulties, help is the highest frequency of family and domestic relatives and friends; when students encounter difficulties in social life, the highest frequency is Chinese teacher for help; when students in the campus to encounter difficulties, for the highest frequency is Chinese teachers; teachers are students to obtain visible Chinese society in support of cross cultural adaptation is one of the main sources of.4. correlation and regression analysis showed that the three dimensions of cross culture adaptation, psychological adaptation, social cultural adaptation, there is a significant positive correlation between campus adaptation by the questionnaire. The questionnaire is adapted to mean the higher, more difficult, the lower the degree of adaptation therefore, preparatory students Chinese achievement and psychological adaptation, social cultural adaptation, campus adaptation mean conditions between the negative correlation exists, and psychological, social culture and campus. Should the situation between the performance of positive correlation. And psychological adaptation, social adaptation and campus culture to adapt to the situation of the difficulty is a significant negative predictor of the Chinese achievement, that cross-cultural adaptation degree has an important influence on the students' Chinese achievement. Finally, this study based on the survey results, from the curriculum school management, teachers and students, the functions of the four aspects, proposed the improvement of preparatory students cross-cultural adaptation countermeasures and suggestions of status.

【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：H195

【引证文献】