新疆中亚留学生课堂教学中的跨文化冲突现象分析

发布时间：2018-03-26 14:32

本文选题：中亚留学生　切入点：跨文化冲突　出处：《新疆师范大学》2012年硕士论文

【摘要】：自1984年新疆迎来了第一位外国留学生起，新疆就开始了对外汉语教育事业。20多年来无论是在留学生的入学人数还是在教学质量上，都取得了一定的显著成效。由于新疆的地缘优势以及人文优势，使得来疆的留学生当中，又以中亚五国的学生为主。这样的环境，给新疆的对外汉语教师们提供了研究中亚留学生的便捷。本文就以中亚五国的留学生作为研究对象，，采用文献法、案例法和访谈法，展现了对外汉语教学中课堂冲突的实例，并且运用霍夫斯泰德的相关理论对产生这些课堂冲突的原因进行分析。文章由引言、案例、文化归因、思考、结论五部分组成。引言部分包括：研究背景、研究的目的和意义、研究问题的提出、研究思路和方法。相关理论简介部分，主要就文化冲突研究、课堂冲突研究以及跨文化冲突相关理论研究现状进行介绍。案例部分主要是笔者在新疆师范大学实习的这一年中通过课堂观察和访谈收集的关于课堂冲突的案例。这些案例大都选用在课堂教学中经常发生的冲突事件。笔者又将这些案例分为基于价值观的理解不同而引发的课堂冲突、表现在非言语交际方面的跨文化冲突、基于课堂纪律观念不同引发的课堂冲突、基于教学方式不同引发的课堂冲突、基于对教学内容的理解不同引发的课堂冲突。文化归因部分主要以霍夫斯泰德文化的四个维度作为理论基础。分别从个体主义——集体主义理论、权力距离、男性化社会——女性化社会、不确定性规避这四个角度对先前的案例进行文化归因，并且笔者还借鉴了霍尔的高情境理论与低情境理论对本文的案例进行分析。思考部分笔者主要从移情的角度，通过换位思考来了解彼此间文化的差异性。笔者还提出采用间性策略，主张师生之间相互尊重与信任，共创和谐的教学环境。同时还提出要求同存异、充分准备，以不变应万变的策略，希望对外汉语教师与中亚留学生们能够主动了解对方的文化，相同的文化，可以帮助他们较快地适应当地文化；相异的文化，要及早发现并且采取积极主动的态度去调适。结语部分就是对整篇文章的小结。
[Abstract]:Since Xinjiang welcomed the first foreign student in 1984, Xinjiang has begun to teach Chinese as a foreign language for more than 20 years, both in terms of the number of foreign students enrolled in the university and the quality of teaching. Because of Xinjiang's geographical and cultural advantages, students from five countries in Central Asia are the main ones among the students who come to Xinjiang. This kind of environment, It is convenient for teachers of Chinese as a foreign language in Xinjiang to study the foreign students of Central Asia. This paper takes the foreign students from five countries of Central Asia as the research object, using literature method, case law and interview method to show the examples of classroom conflict in teaching Chinese as a foreign language. The article is composed of five parts: introduction, case, cultural attribution, thinking and conclusion. The introduction includes: the research background, the purpose and significance, the research question, the research thought and the method. The present situation of classroom conflict research and cross-cultural conflict theory is introduced. The case part is mainly about the case of classroom conflict collected by the author through classroom observation and interview during the year of practice in Xinjiang normal University. Most of these cases are selected from the conflict events that often occur in classroom teaching. The author divides these cases into classroom conflicts caused by different understandings based on values. There are cross-cultural conflicts in non-verbal communication, classroom conflicts caused by different concepts of classroom discipline, classroom conflicts caused by different teaching methods, and classroom conflicts caused by different understanding of teaching contents. The part of cultural attribution mainly takes the four dimensions of Hofstede culture as the theoretical basis, from the individualism to collectivism theory, the power distance, the masculine society and the feminine society, respectively. The four angles of uncertainty avoidance are cultural attribution of previous cases, and the author also uses Hall's theory of high situation and low situation for reference to analyze the cases in this paper. In the part of thinking, the author tries to understand the cultural differences of each other through transposition thinking from the perspective of empathy. The author also puts forward the strategy of interchangeability, which advocates mutual respect and trust between teachers and students. To create a harmonious teaching environment. At the same time, it is proposed to seek common ground while reserving differences, to be fully prepared, and to maintain the strategy of responding to all changes. It is hoped that teachers of Chinese as a foreign language and international students from Central Asia can actively understand each other's culture, the same culture. Can help them adapt to local culture quickly; different cultures should be detected early and adopt a proactive attitude to adapt. The conclusion is the summary of the whole article.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：H195

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