广西高校东盟留学生情感教育研究

Abstract

With the rapid advancement of international education in China, the number of international students studying in the country is constantly increasing, and their demand for affective education is becoming increasingly prominent. Affective education refers to educational activities that address learners' cross-cultural psychological and emotional needs, assist them in adapting to their learning and living environment through various means and approaches, cultivate their cross-cultural communication skills and cultural confidence, and enhance their emotional connection and cultural exchange with society. This article takes international students in China as the research object and adopts research methods such as literature analysis, case analysis, questionnaire survey, and interview survey to collect, review, and sort out relevant literature materials. Typical cases are selected for analysis, and questionnaires are designed and distributed. Interviews are conducted with international students and relevant teachers to explore the emotional issues and influencing factors they face while studying and living in China. A situational analysis is conducted to examine the current situation and existing problems of affective education for international students in China. Based on the analysis, suggestions and strategies are proposed to improve affective education for international students in China. The research results indicate that affective education for international students studying in China holds great significance in promoting their personal growth and development, enhancing their learning effectiveness and quality, as well as fostering friendly relations and cooperation between China and other countries. Nevertheless, there still exist some problems and deficiencies in affective education for international students in China, including a lack of systematization and standardization, targeted and personalized education, as well as a lack of effectiveness and innovation. Therefore, this article reconstructs the theory of affective education for international students studying in China and proposes the connotation of affective education for international students studying in China, including principles, objectives, and dimensions. The subject and object of affective education for international students in China have been clarified, its content and form have been standardized, evaluation standards and effectiveness testing methods for affective education have been formulated, and evaluation tools for affective education for international students have been developed. This article provides improvement strategies for affective education for international students in Guangxi universities, including building three affective education platforms: classroom teaching, management services, and campus life. It is recommended that universities in Guangxi enhance the emotional quality and cross-cultural education ability of the teaching staff of international students, enhance the international management level and affective education ability of the management service team, and improve the emotional quality, learning adaptability, and international understanding ability of international students coming to China. This article can provide some reference and inspiration for the improvement and development of affective education for international students studying in China.

随着中国国际教育的迅速发展，来华留学生的数量不断增加，他们的情感教育需求也日益凸显。情感教育旨在满足学习者的跨文化心理和情感需求，通过各种方式和途径帮助他们适应学习和生活环境，培养他们的跨文化交际能力和文化自信，并增进他们与社会的情感联系和文化交流。本文以东盟来华留学生为研究对象，采用文献分析法、案例分析法、问卷调查法、访谈调查法等多种研究方法，收集、回顾和梳理相关文献资料，设计并发放问卷，走访留学生和有关教师进行调查。本文旨在探讨来华留学生在中国学习和生活过程中所面临的情感问题及其影响因素，分析当前来华留学生情感教育的现状和存在的问题，并提出改进来华留学生情感教育的建议和对策。研究结果表明，来华留学生情感教育对于促进他们的个人成长和发展、提高他们的学习效果和质量、增进中外友好关系和合作具有重要意义。然而，当前来华留学生情感教育还存在一些问题和不足，如缺乏系统性和规范性、缺乏针对性和个性化、缺乏有效性和创新性等。为此，本文重构了来华留学生情感教育理论，提出了来华留学生情感教育的内涵，包括原则、目标和维度。明确了来华留学生情感教育的主体和对象，规范了其内容和形式，制订了情感教育评价标准、效果检验方法，并开发了留学生情感教育的评估工具。本文还为广西高校留学生情感教育提供了改进策略构想，包括搭建课堂教学、管理服务、校园生活三个情感育人平台。建议广西高校建立情感育人机制，提升国际中文教师队伍的情感素质及跨文化教育能力，提高教学、管理、服务队伍的国际化管理水平和情感育人能力，并提高来华留学生的情感素质、学习适应能力以及国际理解能力。希望本文为来华留学生情感教育的改进和发展提供一些参考和启示。