中国留英硕士生学术素养和身份转变研究  

The Empirical Study of Chinese First-Degree Students’ Master’s Literacies and Learning Transitions in the UK

作　　者：赵薇[1] 李越 ZHAO Wei;LI Yue(Institute of Education,Tsinghua University,Beijing,100084;School of Continuing Education,Tsinghua University,Beijing ,100084)

机构地区：[1]清华大学教育研究院,北京100084 [2]清华大学继续教育学院,北京100084

出　　处：《清华大学教育研究》2019年第1期79-86,共8页Tsinghua Journal of Education

摘　　要：探讨在英语语言国家留学的中国学生的求学之旅和文化适应的现状,本文通过质性的研究方法对英国某高校的18位中国留学生进行了三次跟踪访谈。研究发现研究生课程的学生的学习障碍来自于对学术素养的四个要素的掌握——自主学习、专业学科话语、批判性和分析性思考、同伴互动。一年的硕士学制加剧了学习难度,迫使学生发生身份和学习方式的转变。横向比较发现,转变的方式和表现因个人差异、学科专业差异、学习阶段的不同以及评估方式的不同而有所不同;纵向比较发现,学生学术素养的发展呈螺旋式提升的轨迹。To investigate Chinese students’ overseas journeys in English-speaking countries, this study discusses the findings of an interview-based study of the postgraduate learning journeys of eighteen Chinese students enrolled in Master's programmes at a Scottish university in one of three contrasting subject areas: Signal Processing and Communications, Finance and Investment, and Education. Four key interwoven facets of academic literacies in the UK setting are explored: autonomy in learning, acquiring expertise in subject discourses, critical and analytical thinking, and interaction with teachers and students. According to cross-programme’s comparison, findings suggest that students’ transformation is affected by individual differences, subject matters, different levels of education and assessment methods. On the other hand, according to personal growth’s comparison, findings suggest students’ academic literacy grows in a zig-zag way.

关 键 词：英国研究生教育 学术素养 身份转变 专业差异 语言障碍 

分 类 号：G649.21[文化科学—高等教育学]