来华预科留学生校园适应阶段实证分析

发布时间：2018-03-13 23:02

本文选题：来华预科留学生　切入点：校园适应　出处：《山东大学》2017年硕士论文　论文类型：学位论文

【摘要】：随着中国国际影响力的增强,来华预科留学生群体规模也在逐渐加大,来华预科留学生作为一类特殊的群体,他们在学校的校园适应状况却鲜有关注。本文通过量化与质化相结合的研究方法,从关涉留学生校园适应的三个维度即校园人际适应、学业适应和校园生活适应设计调查问卷实证分析来华预科留学生的校园适应情况。本文共分为五章:首章为绪论,对本文的选题缘由及其意义做了说明,对学术界迄今对跨文化适应阶段的研究成果进行了综述,进而从阶段划分、维度分析和影响因素三个方面分析了学术界对来华留学生跨文化适应的研究内容。对来化预科留学生校园适应研究现状进行了综述。第二章对调查研究设计的详细说明,包括问卷设计、展开调查以及对问卷效度信度的分析三个方面。第三章是是文章的核心内容,是对来华预科留学生校园适应阶段的实证分析,具体而言,包括构建校园适应阶段性模型,并从校园人际适应、学业适应和校园环境适应三个维度详细分析了各个阶段的校园适应特征。实证研究发现:来华预科留学生的校园适应呈现对号(√)形阶段变化的特点,来华0-2个月为第一阶段,该阶段的特征是适应情况良好,称为"兴奋期",来华2-3个月为第二阶段,该阶段的适应特征为出现明显地不适应情况,尤其是在学业适应方面,称为"挫折期",来华3-4个月为第三阶段,该阶段的适应特征为适应情况回升,优于兴奋期的适应情况,因此称为"适应期"。此外,该部分对本文制作的来华预科留学生校园适应阶段模型与奥伯格跨文化四阶段的模型进行了对比分析,归纳其异同点。第四章对影响来华预科留学生校园适应的相关因素:年龄、性别、文化圈,进行了独立样本检验和单因素方差分析,发现不同年龄的被试者适应情况无显著差异;不同性别和不同文化圈被试者的适应情况存在显著差异。最后一章是对调查结论的总结,并根据实证调查过程中发现的问题为高校管理者和留学生提出了可行性的建议。
[Abstract]:With the increase of China's international influence, the size of overseas students coming to China is gradually increasing. As a special group, However, they seldom pay attention to the campus adaptation in the school. Through the research method of the combination of quantification and quality, this paper discusses the three dimensions of campus adaptation of foreign students, that is, campus interpersonal adaptation. This paper is divided into five chapters: the first chapter is the introduction, which explains the reason and significance of this thesis. This paper summarizes the research results of cross-cultural adaptation in academic circles, and divides them into stages. Dimension analysis and influencing factors analyze the academic research content of cross-cultural adaptation of overseas students in China, and summarize the current situation of the campus adaptation of the preparatory students. Chapter two gives a detailed description of the research and design of the investigation. The third chapter is the core content of the article, which is the empirical analysis of the campus adaptation stage of the matriculation students in China, in particular, the three aspects of the questionnaire design, the investigation and the analysis of the validity and reliability of the questionnaire. Including the construction of campus adaptation stage model, and from the campus interpersonal adaptation, The characteristics of campus adaptation in each stage are analyzed in detail in three dimensions: academic adaptation and campus environment adaptation. The first stage is from 0 to 2 months in China, which is characterized by good adaptation, known as the "exciting period", and a second stage of 2-3 months in China, which is characterized by apparent inadaptation, especially in the area of academic adaptation. It is called the "setback period", and the third stage is coming to China for 3-4 months. The adaptation of this stage is characterized by the recovery of the adaptation situation, which is better than that of the excited period, so it is called the "adaptation period". In addition, This part makes a comparative analysis of the model of the campus adaptation stage and the cross-cultural four-stage model of Oberger, which is made in this paper. Chapter 4th analyzes the related factors that affect the campus adaptation of the matriculation students in China: age, sex, cultural circle, independent sample test and univariate analysis of variance. It was found that there were no significant differences in adaptation among subjects of different ages, but significant differences among subjects of different genders and cultural circles. According to the problems found in the process of empirical investigation, some feasible suggestions are put forward for university administrators and international students.
【学位授予单位】：山东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195.3

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