来华外籍教师跨文化适应过程—对三位美籍教师的质性研究

发布时间：2018-04-06 22:19

本文选题：外籍教师　切入点：跨文化适应　出处：《广西师范大学》2017年硕士论文

【摘要】：随着教育国际化的盛行,越来越多的外籍教师,特别是语言教师来到中国工作,为中国的外语教学注入了新鲜的血液。然而,由于新的生活、工作环境以及价值差异等方面的影响,外籍教师在华的适应还存在不少困难,他们的潜在价值还没有得到充分发挥。前期的文献显示,对于外籍教师的研究主要集中在管理,教学方面,而对于其在中国的跨文化适应过程的研究少有涉及。本研究采用质的研究方法,以三名美籍教师为研究对象,对其进行了为期六个月的跟踪采访。通过访谈法及观察法收集大量第一手资料,以跨文化适应理论为指引,结合中西文化差异解释研究对象在中国的跨文化适应过程,并探究影响此过程发展的主要因素。研究发现,被研究者的跨文化适应过程是一个在压力下逐步向前推进的动态过程。在跨文化适应的过程中研究者会经历“蜜月”阶段,压力及自我调节阶段,并实现自我成长逐渐适应异国文化生活。其中,“蜜月”阶段并不是每个人都会经历,且由于得到的社会支持程度,应对策略及个性等的不同,个体经历压力与自我调节阶段时长差异较大。造成个体跨文化适应压力的因素主要有语言、食物、居住条件、思乡及教学。促进个体跨文化适应进程可从三个方面努力,即社会支持,个性以及应对策略。为了帮助外籍教师更好的适应在华生活,管理部门要想尽办法为初到他乡的外籍教师提供更多的可能构建社会支持,培养外教课堂上中国学生的跨文化意识,鼓励学生主动融入外籍教师的课堂及生活。外籍教师要以乐观的心态积极应对问题,接收东道国文化,发展朋友圈扩大自己的社会支持网。
[Abstract]:With the prevalence of internationalization of education, more and more foreign teachers, especially language teachers, come to China to work, which infuses fresh blood into foreign language teaching in China.However, due to the influence of new life, work environment and value difference, there are still many difficulties for foreign teachers to adapt in China, and their potential value has not been fully realized.The previous literature shows that the study of foreign teachers is mainly focused on management and teaching, but rarely on the process of cross-cultural adaptation in China.In this study, three American teachers were interviewed for six months by qualitative method.Based on the theory of cross-cultural adaptation, this paper collects a large number of first-hand data through interviews and observations, and explains the cross-cultural adaptation process of the object of study in China in combination with the cultural differences between China and the West, and probes into the main factors that affect the development of this process.It is found that the cross-cultural adaptation process of the researcher is a dynamic process which is pushed forward step by step under pressure.In the process of cross-cultural adaptation, researchers will go through "honeymoon" stage, pressure and self-regulation stage, and achieve self-growth gradually adapt to foreign cultural life.Among them, not everyone will experience the honeymoon stage, and due to the degree of social support, coping strategies and personality, the individual experience pressure and self-regulation period of time difference.The main factors causing individuals to adapt to cross-cultural stress are language, food, living conditions, homesickness and teaching.There are three ways to promote the process of individual intercultural adaptation, namely, social support, personality and coping strategies.In order to help foreign teachers better adapt to life in China, the management department should do everything possible to provide more possible social support for foreign teachers who are new overseas, so as to foster the cross-cultural awareness of Chinese students in foreign teachers' classrooms.Encourage students to actively integrate into the classroom and life of foreign teachers.Foreign teachers should deal with the problem positively with optimism, accept the culture of host country, and develop Moments to expand his social support network.
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H195

【参考文献】