“一带一路”国家来华留学生教育经历及跨文化认同研究

China has been increasing its ability to attract international students; currently, the majority of international students in China come from the "Belt and Road" (OBOR) countries. Although studies on experiences of international students in China begin to appear in international academic literature, these remain quite limited in number and scope. This research is designed as a theory-oriented empirical study. Based on a systematic review of the literature in China and foreign contexts, and on the findings generated from longitudinal, qualitative pilot studies, this research will propose a theoretical model to explain the interrelationship between international student experiences and intercultural identity (re-)construction, develop a so-called "international undergraduate students' educational experiences and intercultural identity" questionnaire, and invite participation from OBOR students who are studying in higher education institutions located in different regions of China. Using quantitative data analysis methods, including regression analysis and structural equation model, this research will systematically investigate the participants’ perceived educational experiences, identity (re-)construction, and possible relationship between student experiences and their identity changes. Based on findings generated form the questionnaire survey, semi-structure interviews will be conducted to further explore international students’ academic and socio-cultural experiences in China, and discuss the extent to which such experiences help the participants to reflect on potential cultural stereotypes and bias against China, and to form intercultural empathy and emotional attachment to China. Based on the analysis, this research proposes strategies, which have both practical pertinence and foresightedness in theory development, to enhance international students’ educational experiences in China and to cultivate international personnel who "love China and are friendly towards China", so as to better serve the national "Belt and Road" initiative.

近年来，来华留学生数量持续增长，一带一路沿线国家已成为我国留学生教育的发力国。然而针对我国高校留学生，特别是来自一带一路国家留学生的实证研究不足。本项目采用理论导向的实证研究方法，在系统梳理国内外文献的基础上，结合长期质性研究发现，自主开发来华留学生教育经历与跨文化认同调查工具，建构留学生教育经历与跨文化认同关系模型，并以在全国不同地区高校就读的一带一路沿线国家留学生为研究对象，应用回归分析、结构方程模型等方法，系统分析他们感知的教育经历、文化认同变化以及两者的关系。在此基础上，应用质化研究方法，深入讨论多元环境下留学生的学习、社会与文化经历是否辅助他们克服对我国可能存在的偏见与刻板印象，进而形成对我国文化某种程度的认同与归属感。在实证研究基础上，提出既有理论前瞻性又有现实针对性的、优化留学生教育经历、培养“亲华、友华”留学毕业生的政策建议，服务国家一带一路倡议。

随着来华留学生数量持续增长，一带一路沿线国家已成为我国留学生教育的发力国。然而针对我国高校来华留学生，特别是来自一带一路国家留学生的实证研究不足。本项目采用了理论导向的实证研究方法，在文献梳理与理论研究的基础上，对高校“一带一路”国家来华留学生教育经历与跨文化认同的内涵、结构进行分析，探讨了留学生教育经历与跨文化认同的影响因素；在此基础上，构建了相应的留学生教育经历与跨文化认同基本特征、其影响因素及相关关系的理论模型。根据献梳理、理论研究和“一带一路”国家来华留学生的实际情况，开发了传统课堂留学生教育经历与跨文化认同调查问卷；进一步在2020年新冠疫情全球爆发，来华留学教育转为线上进行后，本研究还设计完成了留学生线上学习经历调查工具。应用以上调查工具，先后对我国高校“一带一路”国家来华留学生进行了大规模问卷调查，并结合访谈数据，分析了留学生传统课堂与线上环境下教育经历的基本特征，探讨了留学生个体因素、学校因素和线上环境因素对留学生教育经历和跨文化认同的影响。在理论研究和实证分析的基础上，提出了提高“一带一路”国家来华留学生积极就读经历、促进来华留学生我国文化认同构建的政策建议。