来华华裔留学生学习适应教育的制度逻辑:形塑与创生学习者身份  

The Institutional Logic of Learning Adaptation Education for Ethnic Chinese Students:Shaping and Creating Learner Identity

作　　者：苏旭东[1] Su Xudong(School of International Culture,South China Normal University,Guangzhou Guangdong 510631,China)

机构地区：[1]华南师范大学国际文化学院,广东广州510631

出　　处：《北京化工大学学报（社会科学版）》2022年第3期104-109,共6页Journal of Beijing University of Chemical Technology(Social Sciences Edition)

基　　金：广东省2021年度教育科学规划课题(高等教育专项)“基于群际接触的珠三角华裔新生代身份融入与学习适应追踪研究”(2021GXJK072);华南师范大学2022年统一战线理论研究重点课题“海外华裔新生代‘在线寻根之旅’的可行路径研究”(HT202204)。

摘　　要：来华华裔留学生学习适应教育,需要让华裔留学生感知和谐同胞关系,尊重华裔留学生的教育偏好和满足其身份认同,彰显学习适应教育的内生性制度逻辑,鼓励华裔留学生形塑学习者身份。追求华裔留学生学习适应资源条件的现实转化,推动学习者身份建构与文化融合的实践统一,以此凸显学习适应教育的外生性制度逻辑,促进华裔留学生学习者身份创生发展。For Chinese students studying in China,it is necessary to make Chinese students perceive harmonious sibling relationship,respect their educational preferences and satisfy their identity,so as to highlight the endogenous institutional logic of learning in adaptive education and encourage Chinese students to shape their identity as learners.On this basis,we should pursue the realistic transformation of ethnic Chinese students’ learning adaptation resources,promote the practical unity of learner identity construction and cultural integration,and highlight the exogenous institutional logic of learning adaptation education,which will help promote the creation and development of ethnic Chinese students’ learner identity.

关 键 词：华裔留学生 学习适应教育 制度逻辑 学习者身份 

分 类 号：G740[文化科学—教育学]