非连续性教育:中国小留学生海外适应性问题研究
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摘要
从教育人类学的视角出发,运用非连续性教育思想从生活、文化、学习、身体和经济5个方面对中国小留学生海外适应性问题进行了具体分析,并在原有非连续性教育思想上提出"前告诫"和"阈限期告诫和唤醒"的概念。研究发现,留学初期是小留学生适应性调整的"关键期",父母和教育者的关心和及时告诫,有助他们摆脱"阈限"状态。此外,个人性格、家庭关系等也对适应性产生重要影响。
In the perspective of educational anthropology, this paper analyzes the overseas adaptability of young Chinese overseas students by using the thought of non-continuous education from aspects of life,culture,learning,body and economy,and puts forward the concepts of "pre-warning"and "warning and awakening in the time of liminality"based on the original non-continuous education theory. It argues that the early stage of studying abroad is a critical period for young overseas students to adjust their adaptability. In this period,care and warning in time from parents and educators can help them get rid of liminality. Besides,personality and family relation also have an important influence on their adaptability.
In the perspective of educational anthropology, this paper analyzes the overseas adaptability of young Chinese overseas students by using the thought of non-continuous education from aspects of life,culture,learning,body and economy,and puts forward the concepts of "pre-warning"and "warning and awakening in the time of liminality"based on the original non-continuous education theory. It argues that the early stage of studying abroad is a critical period for young overseas students to adjust their adaptability. In this period,care and warning in time from parents and educators can help them get rid of liminality. Besides,personality and family relation also have an important influence on their adaptability.
引文
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[13]张春兴.教育心理学[M].杭州:浙江教育出版社,2002.
[14]Tanner J.Education and physical growth(2nded.)[M].London:Hodder and Stoughton,1978.
[15]廖俊,花莲莲,戴光全.国内外阈限研究综述及其对节事阈限研究的启示[J].旅游论坛,2013,(1).
[16]维克多特纳.仪式过程:结构与反结构[M].黄剑波,柳博赟译.北京:中国人民大学出版社,2009.
[17]Hyunjung Shin.Social Class,Habitus,and Language Learning:The Case of Korean Early Study-Abroad Students[J].Journal of Language,Identity&Education,2014,13(2).
[18]Jonathan Matusitz.The Acculturative Experience of French Students in a Southwestern Universty Apartment Complex in the United States[J].Journal of Human Behavior in the Social Environment,2015,25(3).
[19]Timothy M Gardner,Christian U Krgeloh,Marcus A Henning.Religious coping,stress,and quality of life of Muslim university students in New Zealand[J].Mental Health,Religion&Culture,2014,17(4).
[20]Tapologo Maundeni,Tumani Malinga,Diana Kgwatalala,Ibirige Kasule.Cultural Adjustment of International Students at an African University[J].Journal of Psychology in Africa,2010,20(1).
[21]Sharon Huixian Lu,Blake Farran Dear,Luke Johnston,Bethany May Wootton,Nickolai Titov.An internet survey of emotional health,treatment seeking and barriers to accessing mental health treatment among Chinese-speaking international students in Australia[J].Counselling Psychology Quarterly,2014,27(1).
[2]冯增俊.教育人类学教程[M].北京:人民教育出版社,2008.
[3]晁红侠,徐利华.博尔诺夫挫折观对高职挫折教育的启示[J].佳木斯教育学院学报,2011,(4).
[4]张更立,等.非连续性教育理论:现代幼儿教育的新视野[J].内蒙古师范大学学报(教育科学版),2003,(4).
[5]张晓燕,马永清.教育人类学视野下的毒品预防教育[J].中南民族大学学报(人文社会科学版),2007,(3).
[6]维克多特纳(Tuener V).象征之林:恩登布人仪式散论[M].赵玉燕等译.北京:商务印书馆,2012.
[7]任杰慧,张军.危险与秩序——《洁净与危险》读后感[J].法制与社会,2012,(4).
[8]Wong Sabrina T,Homma Yuko,Johnson Joy L,Saewyc Elizabeth.The unmet health needs of East Asian high school students:are homestay students at risk?[J].Canadian Journal of Public Health,2010,101(3).
[9]郑杭生.社会学概论新修[M].北京:中国人民大学出版社,2007.
[10]Jan R Magnus,Victor M Polterovich,Dmitri L Danilov,Alexei V Savvateev.Tolerance of Cheating:An Analysis Across Countries[J].The Journal of Economic Education,2002,33(2).
[11]Chun Cao,Chan Zhu,Qian Meng.An exploratory study of inter-relationships of acculturative stressors among Chinese students from six European union(EU)countries[J].International Journal of Intercultural Relations,2016,(55).
[12]Rainbow Tsai-Hung Chen.East-Asian teaching practices through the eyes of Western learners[J].Teaching in Higher Education,2014,19(1).
[13]张春兴.教育心理学[M].杭州:浙江教育出版社,2002.
[14]Tanner J.Education and physical growth(2nded.)[M].London:Hodder and Stoughton,1978.
[15]廖俊,花莲莲,戴光全.国内外阈限研究综述及其对节事阈限研究的启示[J].旅游论坛,2013,(1).
[16]维克多特纳.仪式过程:结构与反结构[M].黄剑波,柳博赟译.北京:中国人民大学出版社,2009.
[17]Hyunjung Shin.Social Class,Habitus,and Language Learning:The Case of Korean Early Study-Abroad Students[J].Journal of Language,Identity&Education,2014,13(2).
[18]Jonathan Matusitz.The Acculturative Experience of French Students in a Southwestern Universty Apartment Complex in the United States[J].Journal of Human Behavior in the Social Environment,2015,25(3).
[19]Timothy M Gardner,Christian U Krgeloh,Marcus A Henning.Religious coping,stress,and quality of life of Muslim university students in New Zealand[J].Mental Health,Religion&Culture,2014,17(4).
[20]Tapologo Maundeni,Tumani Malinga,Diana Kgwatalala,Ibirige Kasule.Cultural Adjustment of International Students at an African University[J].Journal of Psychology in Africa,2010,20(1).
[21]Sharon Huixian Lu,Blake Farran Dear,Luke Johnston,Bethany May Wootton,Nickolai Titov.An internet survey of emotional health,treatment seeking and barriers to accessing mental health treatment among Chinese-speaking international students in Australia[J].Counselling Psychology Quarterly,2014,27(1).