内地藏族学生的民族认同和文化适应及其与汉语熟练程度的关系

发布时间：2018-05-26 10:05

本文选题：民族认同 + 文化适应　；参考：《河北师范大学》2017年硕士论文

【摘要】：随着中国西部大开发战略的实施,各民族间的交流日益频繁。近几年,有越来越多的少数民族学子来到内地求学,背井离乡的他们面对与自己原有的民族文化完全不同的内地民族文化的时候,如何更好地适应内地汉族民族文化,在认同主流文化的同时还不失去对自己本民族身份的认同,是当下需要重点关注的问题。到目前为止,已有许多相关研究都取得了丰硕的成果。当下的藏族学生,从九年义务教育开始,就展开了汉语的学习。那么作为一种文化的重要载体,汉语及其熟练程度无疑会对藏族学生的民族认同和文化适应产生极大的影响。内地藏族高中生和大学生是两个特殊的群体,分别代表着成年前和成年后的两个年龄阶段。那么,在内地以汉文化为主的汉语学习环境下,这两个年龄段的藏族学生的民族认同和文化适应如何,有哪些异同点?会受个体汉语熟练程度怎样的影响呢?本研究分为两部分,分别考察了藏族高中生和大学生的民族认同和文化适应和两者之间的差异,同时考察了汉语熟练程度对其的影响。在研究1中,考察了不同汉语熟练程度的内地藏族高中生在的民族认同和文化适应以及两者之间的关系。结果发现,藏族高中生的民族认同和文化适应都受汉语熟练程度的影响。汉语熟练程度越高,被试的主流文化认同增加而消极民族认同降低,分离策略降低而整合的策略增加。这说明,汉语熟练程度越高,主流文化认同越高,被试越能够适应以汉文化为主的主流文化环境。因此,汉语熟练程度在一定程度上,对藏族中学生选择整合的文化适应策略有促进作用。研究1还发现,主流文化认同和汉语熟练程度都可以预测整合的文化适应策略。在研究2中考察了不同汉语熟练程度的内地藏族大学生的民族认同和文化适应以及两者之间的关系。结果发现,藏族大学生的民族认同和文化适应都受汉语熟练程度的影响。汉语熟练程度越高,被试越能开始用一种辩证的眼光去重新审视本民族的文化以及不同民族文化之间的差异,提高其对主流文化认同,能够很好投入到汉语学习中的学生,更容易与汉族文化融合在一起。同时,也更有利于藏族学生在跨文化的环境中更好地适应新环境。研究还发现,汉语熟练程度都在一定程度上,影响藏族学生的民族认同和文化适应,并且选择整合的文化适应策略有促进作用。研究2中得出,汉语熟练程度、主流文化认同和积极民族认同对于整合的文化适应策略都具有显著的预测作用。最后,进一步比较了内地高中生和大学生的民族认同和文化适应之间的异同。结果发现,对于藏族高中学生和大学生而言,除了积极民族认同维度和分离与整合的文化适应策略之外,其他维度都有显著的差异。这说明,相对高中生,大学生更容易融合进入以汉族文化为主要文化背景的主流文化之中。大学生能够更为理智地去看待民族文化之间的差异,在平衡民族文化和主流文化的异同之中,慢慢地选择了一种更容易适应当下主流文化环境的适应策略。同时也说明,更认同主流文化的大学生更能适应社会的发展和挑战。整个研究表明,藏族中学生和大学生的民族认同和文化适应都受汉语熟练程度的影响,其中大学生的同化的文化适应策略相对于高中生有显著的增加。从整体而言,民族认同可以间接预测文化适应。汉语熟练程度可以作为高中群体中主流文化认同和整合之间的中介变量,而大学群体中的中介效应不显著。
[Abstract]:With the implementation of the strategy for the development of Western China, exchanges among ethnic groups have become more frequent. In recent years, more and more ethnic minorities have come to the mainland to study. When they are away from their homes, they face the culture of the Han nationality in the mainland of China, when they are better suited to the culture of the Han nationality in the mainland. At the same time, the mainstream culture does not lose its identity to its own national identity. It is a problem that needs to be focused on at the moment. So far, many related studies have achieved fruitful results. The present Tibetan students have started Chinese learning from the beginning of the nine year compulsory education, and as an important carrier of culture, Chinese and The proficiency of the Tibetan students will undoubtedly have a great influence on the ethnic identity and cultural adaptation of the Tibetan students. The Tibetan high school students and college students are two special groups, representing the two ages of the adult and the adult. Then, the Tibetan students of the two age groups in the Chinese learning environment dominated by Han culture in the mainland. What are the differences and similarities between ethnic identity and cultural adaptation? What are the effects of individual Chinese proficiency? This study is divided into two parts: the ethnic identity and cultural adaptation of the Tibetan high school students and the college students, and the differences between them, and the influence of the proficiency of Chinese language proficiency. In the study 1, the study was carried out. The results show that the ethnic identity and acculturation of the Tibetan high school students are all influenced by the Chinese proficiency. The higher the proficiency of the Chinese, the higher the proficiency of the Chinese language, the decrease of the negative national identity and the separation strategy. This shows that the higher the Chinese proficiency, the higher the mainstream cultural identity, the more the subjects can adapt to the mainstream cultural environment dominated by the Chinese culture. Therefore, the Chinese proficiency has a little effect on the cultural adaptation strategy of the Tibetan middle school students in a certain degree. The study 1 also found that the mainstream culture identity is also found. And Chinese proficiency can predict integrated cultural adaptation strategies. In the second study, the ethnic identity and cultural adaptation and the relationship between the Chinese Tibetan students with different Chinese proficiency were investigated. The results showed that the ethnic identity and acculturation of the Tibetan college students were all influenced by the proficiency of Chinese. The higher the degree, the more the subjects can begin to reexamine the culture of the nation and the differences between the different ethnic cultures and improve their identity to the mainstream culture. They can be well invested in the students in Chinese learning and are easier to merge with the Han culture. In the same time, it is also more conducive to the Tibetan students in the cross-cultural environment. The study also finds that the Chinese proficiency also affects the ethnic identity and cultural adaptation of the Tibetan students to a certain extent and the selection of integrated cultural adaptation strategies. In the end, the differences and similarities between the ethnic identity and the cultural adaptation of high school students and college students in the mainland are compared. The results show that there are significant differences in the other dimensions of the Tibetan high school students and college students in addition to the positive national identity dimension and the cultural adaptation strategy of separation and integration. Compared with the high school students, college students are more easily merged into the mainstream culture with the culture of Han nationality as the main cultural background. College students can look at the differences between ethnic cultures more rationally, and gradually choose a more adaptable adaptation to the current mainstream cultural environment in the balance of the differences and similarities between the national culture and the mainstream culture. The whole study shows that the ethnic identity and acculturation of the Tibetan middle school students and the college students are all influenced by the Chinese proficiency, and the acculturation strategy of the assimilation of the college students is significantly higher than that of the high school students. In other words, national identity can indirectly predict acculturation. Chinese proficiency can be used as the intermediary variable between the mainstream cultural identity and integration of the high school group, while the intermediary effect of the university group is not significant.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.2

【参考文献】