中国留学研究生在澳大利亚遭遇了什么:学术与文化适应的叙事研究
|
摘要
在澳大利亚的中国留学研究生群体日益庞大,这一群体在国内经历了迥异于澳大利亚的本科教育,因此,研究其在澳大利亚的学术与文化适应状况将具有一定的实践价值。采用叙事研究的路径,能够对他们的适应经历进行"深描"式探究。具体地,经由便利和滚雪球抽样,来自澳大利亚四所大学的12名中国留学研究生被选为受访者,接受了半结构式深度访谈,并参与了最后研究语料文本的确定。寻找关键事件、编码,最终建构扎根理论等工作得到了如下发现:其一,中国留学研究生在学术适应上遭遇到了挑战,这与中澳两国大学教育运行体制的差异、中国学生传统学习模式和语言能力有限有关。其二,中国留学研究生在澳大利亚习惯于"圈子"式生存,影响了其学术与文化适应。这一现象的形成与中澳文化差异大以及中华文化的保守性等有关。中华文化更强调个体的勤奋努力,任劳任怨;澳大利亚文化强调个体"三观"的自由以及生活与工作的平衡,生活相对闲散。其三,中国留学研究生在身份认同上强调他们文化的"根"在中国,归属感、文化差异以及澳大利亚相对原生态的生活环境等都会影响他们毕业后去留的决定。
There are more and more Chinese overseas graduate students studying in Australia,having experienced very different undergraduate education at home. This research explores their academic adjustment and acculturation in Australia,utilizing narrative inquiry to "deep-descriple" their experiences,it is of practical signifcance. Twelve participants were selected from four universities in Australia by convenience and snow-ball sampling. The researchers did in-depth semi-structured interviews with these participants,constructing the final research texts with them. Through uncovering key events,coding them and building grounded theory,the researchers found that:Chinese overseas graduate students encounter many challenges in academic adjustment,related to differences between the university education system of China and Australia,the traditional learning mode of Chinese students and their limited linguistic competence;Chinese overseas graduate students are accustomed to living with people from China,thus forming "circles" in Australia,and this exerts a negative influence on their academic adjustment and acculturation. This phenomenon is related to cultural differences between China and Australia,as well as a conservatism found in Chinese culture. Chinese culture emphasizes individual hard work,in which the individual bears all the toil and all the blame. On the contrary,Australian culture emphasizes the freedom of individual san guan(world view,life view,and value view)and a work life balance,so that Australian lives are lived in relative leisure;Chinese overseas graduate students view China as their place of cultural roots. The sense of belonging,cultural differences,and living environment in Australia,exerts an influence on students' decision to leave or stay after graduation.
There are more and more Chinese overseas graduate students studying in Australia,having experienced very different undergraduate education at home. This research explores their academic adjustment and acculturation in Australia,utilizing narrative inquiry to "deep-descriple" their experiences,it is of practical signifcance. Twelve participants were selected from four universities in Australia by convenience and snow-ball sampling. The researchers did in-depth semi-structured interviews with these participants,constructing the final research texts with them. Through uncovering key events,coding them and building grounded theory,the researchers found that:Chinese overseas graduate students encounter many challenges in academic adjustment,related to differences between the university education system of China and Australia,the traditional learning mode of Chinese students and their limited linguistic competence;Chinese overseas graduate students are accustomed to living with people from China,thus forming "circles" in Australia,and this exerts a negative influence on their academic adjustment and acculturation. This phenomenon is related to cultural differences between China and Australia,as well as a conservatism found in Chinese culture. Chinese culture emphasizes individual hard work,in which the individual bears all the toil and all the blame. On the contrary,Australian culture emphasizes the freedom of individual san guan(world view,life view,and value view)and a work life balance,so that Australian lives are lived in relative leisure;Chinese overseas graduate students view China as their place of cultural roots. The sense of belonging,cultural differences,and living environment in Australia,exerts an influence on students' decision to leave or stay after graduation.
引文
[1]Yang,R.. Third Delight:The Internationalization of Higher Education in China[M]. New York&London:Routledge,2002:83.
[2]赵博.中国蝉联澳第一大国际留学生来源国[N].科技日报,2016-03-02(5).
[3]Tim Dodd. Chinese Student Boom Hits New Record[EB/OL]. https://www.afr.com/news/policy/education/the-chinese-student-boom-50000-new-enrolments-in-2016-20160510-goqfkd.
[4]李喜所.中国留学生的发展历程及其与现代化进程的关系[J].世界近现代史研究,2006,(3):216-226.
[5]唐闻佳.别当世界课堂里的“留学垃圾”[N].文汇报,2013-03-21(00C).
[6]Andrew Griffits. Sydney University Denies Allegations Hundreds of Foreign Students Unreason‐ably Failed[EB/OL]. http://www.abc.net.au/news/2015-08-06/university-of-sydney-challenged-afterbusiness-students-fail/6675572.
[7]Eva O'Dea. Isolated Chinese Students Need a Warmer Welcome[EB/OL]. https://www.smh.com.au/opinion/isolated-chinese-students-need-a-warmer-welcome-20160112-gm43th.html.
[8]Kell,P.&Vogl,G.. International Students in the Asia Pacific:Mobility,Risks and Global Opti‐mism[M]. New York:Springer,2012:135.
[9][19]Zhu,J.. Chinese Overseas Students and Intercultural Learning Environments:Academic Ad‐justment,Adaptation and Experience[M]. London:Palgrave Macmillan,2016:20,21.
[10][17][39]陈向明.旅居者和“外国人”:留美中国学生跨文化人际交往研究[M].北京:教育科学出版社,2004:341,314,224.
[11]Berry,J.,et al. Psychological Acculturation of Immigrants[M]//Young,Y.,et al(Eds.). Crosscultural Adaptation:Current Theory and Research. Newbury Park,Ca:Sage,1987:312-326.
[12]Berry,J.,et al. Acculturation Attitudes in Plural Societies[J]. Applied Psychology,1989,38:185-206.
[13][43]郑雪,Sang,D..文化融入与中国留学生的适应[J].应用心理学,2003,(1):9-13.
[14]郑雪,王磊.中国留学生的文化认同、社会取向与主观幸福感[J].心理发展与教育,2005,(1):48-54.
[15]Li,J.,et al. Acculturation,Internet Use,and Psychological Well-being Among Chinese Interna‐tional Students[J]. Journal of International Students,2013,3(2):155-166.
[16]张淑华,李海莹,刘芳.身份认同研究综述[J].心理研究,2012,(1):21-27.
[18]Yao,C.. Unfulfilled Expectations:Influence of Chinese International Students'Roommate Rela‐tionships on Sense of Belonging[J]. Journal of International Students,2016,6(3):762-768.
[20]Walsh,E.. A Model of Research Group Microclimate:Environmental and Cultural Factors Af‐fecting the Experiences of Overseas Research Students in the UK[J]. Studies in Higher Education,2010,35(5):545-560.
[21]Zhang,Z.&Xu,J.. Chinese Graduate Students'adaptation to Learning in America:A Cultural Perspective[J]. Journal of Chinese Overseas,2007,3(1):147-158.
[22]Wu,Q.. Re-examining the"Chinese learner":A Case Study of Mainland Chinese Students'Learning Experiences at British Universities[J]. Higher Education,2015,70:753-766.
[23]Ha,P.&Li,B.. Silence as Right,Choice,Resistance and Strategy among Chinese"Me Genera‐tion"Students:Implications for Pedagogy[J]. Discourse:Studies in the Cultural Politics of Education,2014,35(2):233-248.
[24]Li,D.,Remedios,L.&Clarke,D.. Chinese Students'Perception of Out-of-class Groupwork in Australia[J]. The Australian Educational Researcher,2010,37(3):95-112.
[25]Brian J. Hurn&Barry Tomalin. Cross-Cultural Communication:Theory and Practice[M]. New York:Palgrave Macmillan,2013:5.
[26]Bruner,J.. The Narrative Construction of Reality[J]. Critical Inquiry,1991,18(1):1-21.
[27]Craig,C. J.. Story Constellations:A Narrative Approach to Contextualizing Teachers'Knowledge of School Reform[J]. Teaching and Teacher Education,2007,23:173-188.
[28]Czarniawska,B.. Narratives in Social Science Research[M]. London:Sage,2004:17.
[29]Lieblich,A,Mashiach,R.&Zilber,T.. Narrative Research[M]. London:Sage,1998:3.
[30]刘良华.教育叙事研究:是什么与怎么做[J].教育研究,2007,(7):84-88.
[31][33]Aubusson,K.. Chinese International Pigs:University of Sydney Investigate Tutor Accused of Posting Racially Abusive Comments about Students[EB/OL]. https://www.brisbanetimes.com.au/nation‐al/nsw/chinese-international-pigs-university-of-sydney-investigate-tutor-accused-of-posting-raciallyabusive-comments-about-students-20160414-go6svb.html.
[32]Gary James Harfitt. From Attrition to Retention:A Narrative Inquiry of Why Beginning Teachers Leave and then Rejoin the Profession[J]. Asia-Pacific Journal of Teacher Education,2015,43(1):22-35.
[34]Ding,M.&Xu,J.. The Chinese Way[M]. New York&London:Routledge,2015:296.
[35]Zhang,C.. Plagiarism in Their Own Words:What Chinese and American Students Say about Ac‐ademic Dishonesty[J]. Chinese Journal of Applied Linguistics,2014,37(3):373-391.
[36]Volet,S.&Renshaw,P.. Chinese students at an Australian university:Adaptability and continu‐ity[M]//D. A. Watkins&J. B. Biggs(Eds.). The Chinese learner:Cultural,psychological and contextual influences. Hong Kong:CERC,1996:205-220.
[37]Helena Hing Wa Sit. Characteristics of Chinese Students'Learning Styles[J]. International Pro‐ceedings of Economics Development and Research,2013,62(8):36-39.
[38]Qian,N.. Chinese Students Encounter America[M]. Seattle&London:University of Washing‐ton Press,2002:70.
[40]Ding,M.&Xu,J.. The Chinese Way[M]. New York&London:Routledge,2015:11-14.
[41]Korostelina,K.. History education and social identity[J]. Identity:An International Journal for Theory and Research,2008,1:25-45.
[42]Bagnall,N.. Global Identity in Multicultural and International Educational Contexts:Student Identity Formation in International Schools[M]. London&New York:Routledge,2015:46-59.
[44]Henry Chiu Hail. Patriotism Abroad:Overseas Chinese Students'Encounters with Criticisms of China[J]. Journal of Studies in International Education,2015,19(4):311-326.
[45]Tharenou,P.&Seet,P.. China's Reverse Brain Drain:Regaining and Retaining Talent[J]. In‐ternational Studies of Mgt.&Org.,2014,44(2):55-74.
[46]Cheung,A.&Xu,L.. To Return or Not to Return:Examining the Return Intentions of Mainland Chinese Students Studying at Elite Universities in the United States[M]. Studies in Higher Education,2015,40(9):1605-1624.
[47]Gao,S.. The"China Opportunity Theory"and the Overseas Students'"Return-to-China Heat"[J]. Chinese Education&Society,2003,36(2):84-87.
[48]Clandinin,J.&Connelly,F.. Narrative Inquiry:Experience and Story in Qualitative Research[M]. San Francisco:Jossey-Bass,2000:18.
[2]赵博.中国蝉联澳第一大国际留学生来源国[N].科技日报,2016-03-02(5).
[3]Tim Dodd. Chinese Student Boom Hits New Record[EB/OL]. https://www.afr.com/news/policy/education/the-chinese-student-boom-50000-new-enrolments-in-2016-20160510-goqfkd.
[4]李喜所.中国留学生的发展历程及其与现代化进程的关系[J].世界近现代史研究,2006,(3):216-226.
[5]唐闻佳.别当世界课堂里的“留学垃圾”[N].文汇报,2013-03-21(00C).
[6]Andrew Griffits. Sydney University Denies Allegations Hundreds of Foreign Students Unreason‐ably Failed[EB/OL]. http://www.abc.net.au/news/2015-08-06/university-of-sydney-challenged-afterbusiness-students-fail/6675572.
[7]Eva O'Dea. Isolated Chinese Students Need a Warmer Welcome[EB/OL]. https://www.smh.com.au/opinion/isolated-chinese-students-need-a-warmer-welcome-20160112-gm43th.html.
[8]Kell,P.&Vogl,G.. International Students in the Asia Pacific:Mobility,Risks and Global Opti‐mism[M]. New York:Springer,2012:135.
[9][19]Zhu,J.. Chinese Overseas Students and Intercultural Learning Environments:Academic Ad‐justment,Adaptation and Experience[M]. London:Palgrave Macmillan,2016:20,21.
[10][17][39]陈向明.旅居者和“外国人”:留美中国学生跨文化人际交往研究[M].北京:教育科学出版社,2004:341,314,224.
[11]Berry,J.,et al. Psychological Acculturation of Immigrants[M]//Young,Y.,et al(Eds.). Crosscultural Adaptation:Current Theory and Research. Newbury Park,Ca:Sage,1987:312-326.
[12]Berry,J.,et al. Acculturation Attitudes in Plural Societies[J]. Applied Psychology,1989,38:185-206.
[13][43]郑雪,Sang,D..文化融入与中国留学生的适应[J].应用心理学,2003,(1):9-13.
[14]郑雪,王磊.中国留学生的文化认同、社会取向与主观幸福感[J].心理发展与教育,2005,(1):48-54.
[15]Li,J.,et al. Acculturation,Internet Use,and Psychological Well-being Among Chinese Interna‐tional Students[J]. Journal of International Students,2013,3(2):155-166.
[16]张淑华,李海莹,刘芳.身份认同研究综述[J].心理研究,2012,(1):21-27.
[18]Yao,C.. Unfulfilled Expectations:Influence of Chinese International Students'Roommate Rela‐tionships on Sense of Belonging[J]. Journal of International Students,2016,6(3):762-768.
[20]Walsh,E.. A Model of Research Group Microclimate:Environmental and Cultural Factors Af‐fecting the Experiences of Overseas Research Students in the UK[J]. Studies in Higher Education,2010,35(5):545-560.
[21]Zhang,Z.&Xu,J.. Chinese Graduate Students'adaptation to Learning in America:A Cultural Perspective[J]. Journal of Chinese Overseas,2007,3(1):147-158.
[22]Wu,Q.. Re-examining the"Chinese learner":A Case Study of Mainland Chinese Students'Learning Experiences at British Universities[J]. Higher Education,2015,70:753-766.
[23]Ha,P.&Li,B.. Silence as Right,Choice,Resistance and Strategy among Chinese"Me Genera‐tion"Students:Implications for Pedagogy[J]. Discourse:Studies in the Cultural Politics of Education,2014,35(2):233-248.
[24]Li,D.,Remedios,L.&Clarke,D.. Chinese Students'Perception of Out-of-class Groupwork in Australia[J]. The Australian Educational Researcher,2010,37(3):95-112.
[25]Brian J. Hurn&Barry Tomalin. Cross-Cultural Communication:Theory and Practice[M]. New York:Palgrave Macmillan,2013:5.
[26]Bruner,J.. The Narrative Construction of Reality[J]. Critical Inquiry,1991,18(1):1-21.
[27]Craig,C. J.. Story Constellations:A Narrative Approach to Contextualizing Teachers'Knowledge of School Reform[J]. Teaching and Teacher Education,2007,23:173-188.
[28]Czarniawska,B.. Narratives in Social Science Research[M]. London:Sage,2004:17.
[29]Lieblich,A,Mashiach,R.&Zilber,T.. Narrative Research[M]. London:Sage,1998:3.
[30]刘良华.教育叙事研究:是什么与怎么做[J].教育研究,2007,(7):84-88.
[31][33]Aubusson,K.. Chinese International Pigs:University of Sydney Investigate Tutor Accused of Posting Racially Abusive Comments about Students[EB/OL]. https://www.brisbanetimes.com.au/nation‐al/nsw/chinese-international-pigs-university-of-sydney-investigate-tutor-accused-of-posting-raciallyabusive-comments-about-students-20160414-go6svb.html.
[32]Gary James Harfitt. From Attrition to Retention:A Narrative Inquiry of Why Beginning Teachers Leave and then Rejoin the Profession[J]. Asia-Pacific Journal of Teacher Education,2015,43(1):22-35.
[34]Ding,M.&Xu,J.. The Chinese Way[M]. New York&London:Routledge,2015:296.
[35]Zhang,C.. Plagiarism in Their Own Words:What Chinese and American Students Say about Ac‐ademic Dishonesty[J]. Chinese Journal of Applied Linguistics,2014,37(3):373-391.
[36]Volet,S.&Renshaw,P.. Chinese students at an Australian university:Adaptability and continu‐ity[M]//D. A. Watkins&J. B. Biggs(Eds.). The Chinese learner:Cultural,psychological and contextual influences. Hong Kong:CERC,1996:205-220.
[37]Helena Hing Wa Sit. Characteristics of Chinese Students'Learning Styles[J]. International Pro‐ceedings of Economics Development and Research,2013,62(8):36-39.
[38]Qian,N.. Chinese Students Encounter America[M]. Seattle&London:University of Washing‐ton Press,2002:70.
[40]Ding,M.&Xu,J.. The Chinese Way[M]. New York&London:Routledge,2015:11-14.
[41]Korostelina,K.. History education and social identity[J]. Identity:An International Journal for Theory and Research,2008,1:25-45.
[42]Bagnall,N.. Global Identity in Multicultural and International Educational Contexts:Student Identity Formation in International Schools[M]. London&New York:Routledge,2015:46-59.
[44]Henry Chiu Hail. Patriotism Abroad:Overseas Chinese Students'Encounters with Criticisms of China[J]. Journal of Studies in International Education,2015,19(4):311-326.
[45]Tharenou,P.&Seet,P.. China's Reverse Brain Drain:Regaining and Retaining Talent[J]. In‐ternational Studies of Mgt.&Org.,2014,44(2):55-74.
[46]Cheung,A.&Xu,L.. To Return or Not to Return:Examining the Return Intentions of Mainland Chinese Students Studying at Elite Universities in the United States[M]. Studies in Higher Education,2015,40(9):1605-1624.
[47]Gao,S.. The"China Opportunity Theory"and the Overseas Students'"Return-to-China Heat"[J]. Chinese Education&Society,2003,36(2):84-87.
[48]Clandinin,J.&Connelly,F.. Narrative Inquiry:Experience and Story in Qualitative Research[M]. San Francisco:Jossey-Bass,2000:18.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |