本文選題：外籍教師　切入點(diǎn)：跨文化適應(yīng)　出處：《廣西師范大學(xué)》2017年碩士論文

【摘要】：隨著教育國(guó)際化的盛行,越來越多的外籍教師,特別是語言教師來到中國(guó)工作,為中國(guó)的外語教學(xué)注入了新鮮的血液。然而,由于新的生活、工作環(huán)境以及價(jià)值差異等方面的影響,外籍教師在華的適應(yīng)還存在不少困難,他們的潛在價(jià)值還沒有得到充分發(fā)揮。前期的文獻(xiàn)顯示,對(duì)于外籍教師的研究主要集中在管理,教學(xué)方面,而對(duì)于其在中國(guó)的跨文化適應(yīng)過程的研究少有涉及。本研究采用質(zhì)的研究方法,以三名美籍教師為研究對(duì)象,對(duì)其進(jìn)行了為期六個(gè)月的跟蹤采訪。通過訪談法及觀察法收集大量第一手資料,以跨文化適應(yīng)理論為指引,結(jié)合中西文化差異解釋研究對(duì)象在中國(guó)的跨文化適應(yīng)過程,并探究影響此過程發(fā)展的主要因素。研究發(fā)現(xiàn),被研究者的跨文化適應(yīng)過程是一個(gè)在壓力下逐步向前推進(jìn)的動(dòng)態(tài)過程。在跨文化適應(yīng)的過程中研究者會(huì)經(jīng)歷“蜜月”階段,壓力及自我調(diào)節(jié)階段,并實(shí)現(xiàn)自我成長(zhǎng)逐漸適應(yīng)異國(guó)文化生活。其中,“蜜月”階段并不是每個(gè)人都會(huì)經(jīng)歷,且由于得到的社會(huì)支持程度,應(yīng)對(duì)策略及個(gè)性等的不同,個(gè)體經(jīng)歷壓力與自我調(diào)節(jié)階段時(shí)長(zhǎng)差異較大。造成個(gè)體跨文化適應(yīng)壓力的因素主要有語言、食物、居住條件、思鄉(xiāng)及教學(xué)。促進(jìn)個(gè)體跨文化適應(yīng)進(jìn)程可從三個(gè)方面努力,即社會(huì)支持,個(gè)性以及應(yīng)對(duì)策略。為了幫助外籍教師更好的適應(yīng)在華生活,管理部門要想盡辦法為初到他鄉(xiāng)的外籍教師提供更多的可能構(gòu)建社會(huì)支持,培養(yǎng)外教課堂上中國(guó)學(xué)生的跨文化意識(shí),鼓勵(lì)學(xué)生主動(dòng)融入外籍教師的課堂及生活。外籍教師要以樂觀的心態(tài)積極應(yīng)對(duì)問題,接收東道國(guó)文化,發(fā)展朋友圈擴(kuò)大自己的社會(huì)支持網(wǎng)。
[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.
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H195

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 馬潔;;論外籍教師的跨文化適應(yīng)問題[J];亞太教育;2015年35期

2 王萬智;;高校外籍教師跨文化教學(xué)管理方法探析[J];教育理論與實(shí)踐;2015年03期

3 劉林林;汪彬;;跨文化交際視角下高校外教管理探索[J];寧波工程學(xué)院學(xué)報(bào);2014年01期

4 謝欽;;福建高校外籍教師跨文化交際的影響因素與對(duì)策實(shí)證研究[J];黑龍江教育學(xué)院學(xué)報(bào);2013年12期

5 陳國(guó)明;余彤;;跨文化適應(yīng)理論構(gòu)建[J];學(xué)術(shù)研究;2012年01期

6 殷永建;GERTRUD Goudswaard;劉麗;;跨文化交際與高校外籍教師管理[J];西安工程大學(xué)學(xué)報(bào);2011年05期

7 韓紀(jì)琴;程偉華;魏薇;;高校外語專業(yè)學(xué)生跨文化交流能力培養(yǎng)現(xiàn)狀與對(duì)策研究——基于江蘇省高校外籍語言教師的實(shí)證分析[J];中國(guó)農(nóng)業(yè)教育;2011年04期

8 馬文超;;西安市外籍教師的文化適應(yīng)探究[J];陜西師范大學(xué)學(xué)報(bào)(哲學(xué)社會(huì)科學(xué)版);2007年S2期

9 朱維芳,Ｓａｒａｈ　Ｔｒｅｎｈｏｌｍ;“文化詫異”現(xiàn)象研究[J];外語教學(xué)與研究;1997年01期

相關(guān)碩士學(xué)位論文 前5條

1 李悅;跨文化生存：外籍英語教師在中國(guó)社會(huì)適應(yīng)狀況的質(zhì)性研究[D];南京理工大學(xué);2012年

2 段靈華;中國(guó)高校外籍教師跨文化適應(yīng)的探索研究[D];杭州師范大學(xué);2011年

3 榮亮;大連高校外專外教的跨文化適應(yīng)問題研究[D];遼寧師范大學(xué);2010年

4 李新月;多維度下的中國(guó)大學(xué)生與外籍教師間文化沖突研究[D];黑龍江大學(xué);2010年

5 邱珊;重慶高校外專外教跨文化適應(yīng)問題研究[D];上海外國(guó)語大學(xué);2008年

，

本文編號(hào)：1719163