来华留学生情感教育研究述评

Abstract

在国际教育蓬勃发展的今天，来华留学生教育的情感育人功能更为重要。为深入了解和掌握留学生情感教育领域的研究历史及现况，有必要对过去的研究进行阶段性的回顾与总结。为此，本文采用文献分析法，收集、回顾、梳理2023年2月20日以前中国学者有关留学生情感教育领域的相关文献，对已有的研究成果及研究特点进行归纳、总结，反思现有研究的局限性，为促进相关研究的进一步发展提供参考。本文发现：中国学界关于中国学生的情感教育研究充分，但关于来华留学生的情感教育研究已经出现但并未引起学界重视，存在规模小，研究成果少、水平不高、效果不明显，针对性不强，对象群体单一、缺乏系统研究等问题。本文建议：在充分尊重留学生本国社会文化与其民族性格等特点的基础上，应该将国内情感教育理论引入国际教育领域，构建面向汉语学习者的情感交往型留学生教育管理体系，整体推进留学生情感教育的实施，拓宽留学生情感研究视角与思路，加强基础理论研究和实证研究，吸收多学科理论视角和方法，细化对不同学科、不同学段学生的情感发展与教育的研究，以及理论研究与教育实践的衔接互通等方面。通过这些措施，可以提升情感教育实践效果和研究水平，使来华留学生情感教育摆脱可有可无的附庸地位，从而真正成为显学 ，

In the context of the flourishing development of international education, it is essential to shift the focus from "teaching" to "education" and highlight the role of emotional nurturing in the education of international students in China. To gain a deep understanding of the research history and current status of emotional education for international students, it is necessary to conduct a systematic review and summary of past studies. This paper adopts a literature analysis approach to collect, review, and organize relevant literature published by Chinese scholars before February 20, 2023, in the field of emotional education for international students. It summarizes the existing research achievements and characteristics, reflects on the limitations of current studies, and provides references for the further development of related research. The findings of this study reveal that while Chinese scholars have conducted extensive research on emotional education for domestic students, research on emotional education for international students in China is relatively limited in scale, lacks effectiveness, lacks targeted approaches, and lacks sufficient attention. The research outcomes are scarce, the research level is not high, the focus is on a narrow group of subjects, and there is a lack of systematic studies. Therefore, it is suggested that, based on fully respecting the social and cultural characteristics of international students' home countries and their national characteristics, the theoretical framework of emotional education in China should be introduced into the international education domain. This should involve the construction of an emotional and communicative-oriented education management system for Chinese language learners. The overall vision and implementation strategies of emotional education for international students should be emphasized, and the research perspectives and approaches in emotional education for international students should be broadened. Furthermore, it is recommended to strengthen the foundation theory and empirical research by integrating multidisciplinary perspectives and utilizing diverse research methods. This would enable more detailed investigations into the emotional development and education of students in different disciplines and at different stages, as well as establish a better connection between theoretical research and educational practices. Through these measures, the effectiveness of emotional education practices and the research level can be enhanced, enabling the emotional education of international students in China to move beyond its auxiliary role and become a prominent field.