發(fā)布時(shí)間：2018-05-26 10:05

  本文選題：民族認(rèn)同 + 文化適應(yīng)�。� 參考：《河北師范大學(xué)》2017年碩士論文

【摘要】：隨著中國(guó)西部大開(kāi)發(fā)戰(zhàn)略的實(shí)施,各民族間的交流日益頻繁。近幾年,有越來(lái)越多的少數(shù)民族學(xué)子來(lái)到內(nèi)地求學(xué),背井離鄉(xiāng)的他們面對(duì)與自己原有的民族文化完全不同的內(nèi)地民族文化的時(shí)候,如何更好地適應(yīng)內(nèi)地漢族民族文化,在認(rèn)同主流文化的同時(shí)還不失去對(duì)自己本民族身份的認(rèn)同,是當(dāng)下需要重點(diǎn)關(guān)注的問(wèn)題。到目前為止,已有許多相關(guān)研究都取得了豐碩的成果。當(dāng)下的藏族學(xué)生,從九年義務(wù)教育開(kāi)始,就展開(kāi)了漢語(yǔ)的學(xué)習(xí)。那么作為一種文化的重要載體,漢語(yǔ)及其熟練程度無(wú)疑會(huì)對(duì)藏族學(xué)生的民族認(rèn)同和文化適應(yīng)產(chǎn)生極大的影響。內(nèi)地藏族高中生和大學(xué)生是兩個(gè)特殊的群體,分別代表著成年前和成年后的兩個(gè)年齡階段。那么,在內(nèi)地以漢文化為主的漢語(yǔ)學(xué)習(xí)環(huán)境下,這兩個(gè)年齡段的藏族學(xué)生的民族認(rèn)同和文化適應(yīng)如何,有哪些異同點(diǎn)?會(huì)受個(gè)體漢語(yǔ)熟練程度怎樣的影響呢?本研究分為兩部分,分別考察了藏族高中生和大學(xué)生的民族認(rèn)同和文化適應(yīng)和兩者之間的差異,同時(shí)考察了漢語(yǔ)熟練程度對(duì)其的影響。在研究1中,考察了不同漢語(yǔ)熟練程度的內(nèi)地藏族高中生在的民族認(rèn)同和文化適應(yīng)以及兩者之間的關(guān)系。結(jié)果發(fā)現(xiàn),藏族高中生的民族認(rèn)同和文化適應(yīng)都受漢語(yǔ)熟練程度的影響。漢語(yǔ)熟練程度越高,被試的主流文化認(rèn)同增加而消極民族認(rèn)同降低,分離策略降低而整合的策略增加。這說(shuō)明,漢語(yǔ)熟練程度越高,主流文化認(rèn)同越高,被試越能夠適應(yīng)以漢文化為主的主流文化環(huán)境。因此,漢語(yǔ)熟練程度在一定程度上,對(duì)藏族中學(xué)生選擇整合的文化適應(yīng)策略有促進(jìn)作用。研究1還發(fā)現(xiàn),主流文化認(rèn)同和漢語(yǔ)熟練程度都可以預(yù)測(cè)整合的文化適應(yīng)策略。在研究2中考察了不同漢語(yǔ)熟練程度的內(nèi)地藏族大學(xué)生的民族認(rèn)同和文化適應(yīng)以及兩者之間的關(guān)系。結(jié)果發(fā)現(xiàn),藏族大學(xué)生的民族認(rèn)同和文化適應(yīng)都受漢語(yǔ)熟練程度的影響。漢語(yǔ)熟練程度越高,被試越能開(kāi)始用一種辯證的眼光去重新審視本民族的文化以及不同民族文化之間的差異,提高其對(duì)主流文化認(rèn)同,能夠很好投入到漢語(yǔ)學(xué)習(xí)中的學(xué)生,更容易與漢族文化融合在一起。同時(shí),也更有利于藏族學(xué)生在跨文化的環(huán)境中更好地適應(yīng)新環(huán)境。研究還發(fā)現(xiàn),漢語(yǔ)熟練程度都在一定程度上,影響藏族學(xué)生的民族認(rèn)同和文化適應(yīng),并且選擇整合的文化適應(yīng)策略有促進(jìn)作用。研究2中得出,漢語(yǔ)熟練程度、主流文化認(rèn)同和積極民族認(rèn)同對(duì)于整合的文化適應(yīng)策略都具有顯著的預(yù)測(cè)作用。最后,進(jìn)一步比較了內(nèi)地高中生和大學(xué)生的民族認(rèn)同和文化適應(yīng)之間的異同。結(jié)果發(fā)現(xiàn),對(duì)于藏族高中學(xué)生和大學(xué)生而言,除了積極民族認(rèn)同維度和分離與整合的文化適應(yīng)策略之外,其他維度都有顯著的差異。這說(shuō)明,相對(duì)高中生,大學(xué)生更容易融合進(jìn)入以漢族文化為主要文化背景的主流文化之中。大學(xué)生能夠更為理智地去看待民族文化之間的差異,在平衡民族文化和主流文化的異同之中,慢慢地選擇了一種更容易適應(yīng)當(dāng)下主流文化環(huán)境的適應(yīng)策略。同時(shí)也說(shuō)明,更認(rèn)同主流文化的大學(xué)生更能適應(yīng)社會(huì)的發(fā)展和挑戰(zhàn)。整個(gè)研究表明,藏族中學(xué)生和大學(xué)生的民族認(rèn)同和文化適應(yīng)都受漢語(yǔ)熟練程度的影響,其中大學(xué)生的同化的文化適應(yīng)策略相對(duì)于高中生有顯著的增加。從整體而言,民族認(rèn)同可以間接預(yù)測(cè)文化適應(yīng)。漢語(yǔ)熟練程度可以作為高中群體中主流文化認(rèn)同和整合之間的中介變量,而大學(xué)群體中的中介效應(yīng)不顯著。
[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.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B844.2

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