Academic Integration of Mainland Chinese Students in Germany
Academic Integration of Mainland Chinese Students in Germany
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DOI：
10.17645/si.v5i1.824
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发表时间：
2017-01-01
期刊：
影响因子：
1.5
通讯作者：
Li, Hanwei
中科院分区：
文献类型：
--
作者：
Li, Hanwei
本文分析了中国大陆大学生在德国的学业整合经历。本文运用Tinto的模式，探讨了中国学生在学业整合过程中所面临的挑战、所采用的策略以及学业整合与社会整合的关系。该数据是在2016年春季通过采访26名在德国大学或应用科学大学学习的中国大陆学生收集的。四个主要的挑战，确定和分析：语言障碍，知识差距，教学差异，文化差异。研究的一个重要成果是，社会融合作为促进学术融合，但不是学术成功的先决条件。小组学习与同龄人被发现，以提高学习成果。总体而言，中国学生通过探索可行的策略和借鉴以往的学习经验，在学业整合中发挥了自己的优势。德国高等院校应认识到国际学生的学术融合是一个漫长而富有挑战性的过程，需要更多的机构支持和指导。
This article presents an analysis of the academic integration experiences of mainland Chinese tertiary-level students in Germany. Using Tinto's model, the article explores the challenges that Chinese students face during their academic integration, the strategies they employ, and the relationship between academic and social integration. The data were collected in spring 2016 by interviewing 26 mainland Chinese students studying either in German universities or universities of applied sciences. Four major challenges were identified and analyzed: language barrier, knowledge gap, pedagogical differences, and cultural differences. An important outcome of the study presented is that social integration serves as a facilitator for enhancing academic integration, but is not a prerequisite for academic success. Group learning with peers was found to enhance learning outcomes. Overall, Chinese students have exploited their own advantages in academic integration by exploring feasible strategies and benefiting from their past learning experiences. It is suggested that academic integration as a long and challenging process for international students should be acknowledged by the German HEIs, and that more institutional support and guidance are needed.