中国学生跨国学习经历研究-以中英合作办学项目为例_PDF下载[89MB-百度云]侯俊霞

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　　中外合作办学自上个世纪90年代以来逐渐成为中国高等教育的重要组成部分，是中国高校国际化的指标之一，也是引进国际优质教育资源的重要途径之一。《中国学生跨国学习经历研究–以中英合作办学项目为例》的作者侯俊霞采用民族志研究方法，对50名中英合作办学项目学生中英两校学习经历进行历时跟踪研究。通过参与式观察、深度访谈和政策分析等方法搜集数据。研究发现受留学动机、行前准备、语言能力和自主学习能力等因素的影响，这些学生中英两校学习经历和结果千差万别。本文在此基础上概括了三种典型的应对策略类型，并进一步深入分析了同一类型内部的细微差别。同时，由于项目的特殊性，他们的到来在英国大学形成了许多中国人占主导的课堂，改变了原有课堂文化，出现了“我们”和“他们” 分割现象，在一定程度上影响了两国学生的学习经历，这也是合作院校在培养学生跨文化能力方面必须面对的挑战。

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Chapter 1 Introduction1.1 Research Background1.2 Research Overview1.3 The Organisation of the Book
Chapter 2 Chinese-Foreign Cooperation in Running SchoolsSetting the Scene2.1 Introduction2.2 Globalisation, Internationalisation & TransnationalHigher Education2.3 Chinese-British Cooperation in TransnationalHigher Education2.3.l The UK Story2.3.2 The Chinese Story2.4 Features of Transnational Higher Education inChina2.4.1 The First Feature2.4.2 The Second Feature2.4.3 The Third Feature2.5 Discussions2.6 Conclusions
Chapter 3 Intercultural Transition3.1 Introduction3.2 Existing Models: Towards Happy-ending?3.2.1 Cultural Shock3.2.2 Stress-Adaptation-Growth Model3.2.3 Developmental Models3.3 National Cultures Perspective: a Suitable Way inUnderstanding Individuals?3.3.1 National Cultural Theory and the Danger ofStereotyping Individuals3.3.2 Culture of Learning Theory and the Tendency toStereotype Chinese Learners3.4 A Microscopic Perspective: Focusing on IndividualFactors3.4.1 Motivation for Studying Abroad3.4.2 Pre-departure Preparation3.4.3 Language Competency3.4.4 Personal Factors Related to Autonomy3.5 A Contextual Perspective: Focusing on SituationalFactors3.5.1 Support from Conational, Host National andOther National Groups3.5.2 Formative Assessment and Transition in HigherEducation3.6 Intercultural Transition Group Oriented3.6.1 Intergroup Contact3.6.2 Ways to Reduce Intergroup Bias3.6.3 The Intercultural Contact Experiences of InternationalStudents and Home Students3.7 Conclusions
Chapter 4 Methodology4.1 Introduction4.2 My Philosophical Position4.3 My Choice of Research Strategy4.4 My Choice of Methodology4.5 My Way of Collecting Data …4.5.1 Locating the Natural Setting4.5.2 Negotiating to Get the Permission into the Field4.5.3 Getting into the Field4.5.4 Participant Observation4.5.5 In-depth Interviews4.5.6 Document Analysis4.5.7 Leaving the Field4.6 My Way of Analysing the Data4.7 Rigour and Trustworthiness of the Research4.8 My Concerns of Ethical Issues4.9 Reflexivity4.9.1 My Personal Experience on the Interpretation of theData4.9.2 My Participation in the Field on My Participants’Transition Experience4.9.3 Rethinking the Research Methodology4.10 Conclusions
Chapter 5 Individual Transition5.1 Introduction5.2 Motivation for Studying Abroad5.2.1 It is My Decision Supported by My Parents5.2.2 Decision Largely out of Respect for Parents’Opinion5.2.3 Parents’ Decision Neglecting Students’Interest5.3 Pre-departure Preparation5.3.1 Preparation from the Programme and Schools5.3.2 Attitudes Towards Pre-departure Preparation5.4 Interaction with the New Learning Environment5.4.1 New Features in the New Learning Environment5.4.2 Three Patterns of Students’ Interaction with theNew Learning Environment5.5 Transition Outcome5.6 Conclusions
Chapter 6 Studying Abroad as a Group6.1 Introduction6.2 Formation of Two Groups: Us and Them6.2.1 Students in Sino-British Class: a Close Group onChinese Campus6.2.2 Chinese Students’ : a Closed Group in the Classon British Campus6.2.3 Intergroup Bias6.3 Current Practices of Intergroup Contact6.4 Conclusions
Chapter 7 Discussion and Conclusions7.1 Introduction7.2 Individual Transition Experience: Different Journeysand Different Outcomes7.3 Studying Abroad as a Group: Us & ThemUnavoidable?7.4 Transition and the Impact on the Teaching andLearning Context at Two Campuses7.5 Conclusions
References