本文選題：少數(shù)民族 + 支教��； 參考：《上海外國語大學》2014年碩士論文

【摘要】：大學生參與公益活動的比例逐年上升，除了敬老院、孤兒院慰問項目以外，支教是參與度最高的公益活動。參與少數(shù)民族山區(qū)支教的大學生志愿者往往會遇到對當?shù)刂魑幕倪m應問題，支教結(jié)束后，志愿者的思想狀態(tài)和生活方式發(fā)生一定改變，會出現(xiàn)短暫無法適應原本城市生活節(jié)奏的現(xiàn)象。因此，為幫助支教項目有效進行以及大學生志愿者適應力的提高，大學生支教志愿者的跨民族文化適應問題應該成為研究者關注的課題。 人數(shù)日益增長的支教群體為研究該群體的跨民族文化適應狀況提供了可能。本文考察的對象集中為到貴州苗族、青海和甘肅藏族自治區(qū)支教的50名大學生。由于涉及到與跨國文化適應性的比較，本文還對參與波蘭AIESEC海外實習項目中來自不同國家的20名志愿者作了問卷調(diào)查，其中10名支教志愿者和10名海外項目志愿者作了視頻采訪。兩個受訪群體的標準是在當?shù)剡M行項目至少一個月并且經(jīng)歷了一個完整的跨文化適應的過程。主要研究課題是個體在整個適應過程中產(chǎn)生的變化、遇到的沖突、對跨文化適應過程產(chǎn)生影響的因素、跨文化適應發(fā)展模式以及對國內(nèi)跨民族文化適應與跨國文化適應的異同比較。 本文結(jié)合Colleen Ward的心理適應和社會文化適應理論，以及Stella Ting-Toomey總結(jié)的影響跨文化適應的三類因素，采用定性研究方法，通過調(diào)查問卷和深度訪談收集數(shù)據(jù)，問卷調(diào)查內(nèi)容基于Bringle, Robert G., Phillips, Mindy A.,Hudson, Michael的“Themeasure of service learning: research scales to assess student experiences”作品中提供的跨文化適應力評估量表來改編，設計出大學生支教志愿者跨民族文化適應以及海外實習生跨文化適應的調(diào)查問卷。調(diào)查內(nèi)容包括個人信息、參與者對項目的看法以及在當?shù)馗骰顒又械倪m應情況。圍繞參與者的動機和期望方面展開，重點考察參與者在活動期間遇到的文化沖突、社會參與程度、所獲得的社會支持等問題。訪談部分在問卷的基礎上進一步了解參與者對項目以及自身表現(xiàn)的評價。 調(diào)查結(jié)果顯示，影響跨文化適應過程的因素主要來自社會環(huán)境、個人特征和人際交往，，無論是跨國文化適應還是國內(nèi)跨民族文化適應，其發(fā)展模式均偏向W形曲線模型。研究結(jié)果的意義不僅在于為不同背景的大學生支教志愿者跨民族文化適應情況的研究提供了依據(jù)，為公益組織機構(gòu)進行相關跨文化培訓提供了指導，也有助于促進更多研究者關注到少數(shù)民族跨文化交流和適應的研究領域。
[Abstract]:The proportion of college students participating in public welfare activities is increasing year by year, except for homes for the aged, orphanages and solicitude programs, supporting education is the highest public welfare activity. University student volunteers who participate in minority mountain areas often encounter problems in adapting to the culture of the landlords. After supporting the education, the volunteers' ideological state and lifestyle change to a certain extent. Will appear temporarily unable to adapt to the original city life rhythm phenomenon. Therefore, in order to help the project to carry out effectively and to improve the adaptability of university student volunteers, the cross-national cultural adaptation of university student volunteers should become a topic of concern to researchers. It is possible to study the cross-national cultural adaptation of this group. This paper focuses on 50 college students in Guizhou Miao, Qinghai and Gansu Tibetan Autonomous regions. Because of the comparison with cross-cultural adaptability, 20 volunteers from different countries participating in the AIESEC overseas internship program in Poland were also investigated. Among them, 10 support volunteers and 10 overseas project volunteers made a video interview. The criteria for both groups were to have a local project for at least a month and go through a complete process of cross-cultural adaptation. The main research topic is the changes that the individual produces in the whole process of adaptation, the conflicts encountered, the factors that affect the process of cross-cultural adaptation, The development mode of cross-cultural adaptation and the similarities and differences between cross-national cultural adaptation and cross-national cultural adaptation. Based on Colleen Ward's theory of psychological adaptation and sociocultural adaptation, as well as the three kinds of factors that Stella Ting-Toomey summarizes affecting cross-cultural adaptation, this paper adopts qualitative research method, collects data through questionnaire and in-depth interview. The questionnaire was based on the cross-cultural adaptation assessment scale provided by Bringle, Robert G., Phillips, Mindy A. Hu Hudson, Michael's "Themeasure of service Learning: research scales to assess student experiences". A questionnaire was designed for the cross-cultural adaptation of college students' teaching volunteers and the cross-cultural adaptation of overseas interns. The survey included personal information, participants' perceptions of the project, and adaptation to local activities. Focusing on the motivation and expectation of the participants, this paper focuses on the cultural conflicts encountered by the participants during the activities, the degree of social participation, the social support received and so on. The interview part is based on the questionnaire to further understand the participants' evaluation of the project and their own performance. The results show that the main factors that affect the process of cross-cultural adaptation are social environment, personal characteristics and interpersonal communication, whether transnational cultural adaptation or domestic cross-cultural adaptation, the development model is biased to W-shaped curve model. The significance of the results is not only to provide the basis for the study of cross-national cultural adaptation of university students' teaching volunteers from different backgrounds, but also to provide guidance for public welfare organizations to conduct relevant cross-cultural training. It also helps to promote more researchers to pay attention to the field of cross-cultural communication and adaptation of ethnic minorities.
【學位授予單位】：上海外國語大學
【學位級別】：碩士
【學位授予年份】：2014
【分類號】：G05

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本文編號：1851290