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本文以“跨文化压力—应对”为切入口，深入探讨中国学生在跨文化适应过程中所面临的压力源及其成因和压力应对方式。本文以中国南方某高校2019—2023年间开设的跨文化交流课堂为研究案例，使用多种来源的资料进行问题探究，运用扎根理论的三级编码处理对数据进行整理和分析后发现：第一，中国学生在多元文化课堂中的压力主要源自课堂内部，包括“英语输入/输出困难”的外语压力，“教师督促发言”和“留学生提问”的课堂发言压力；而在课堂外，“交流谨慎”和“交流表层”呈现出跨文化交际压力。第二，社会支持和应对策略是中国学生应对压力的主要机制，对缓解跨文化适应压力有积极影响。特别是压力源与压力应对之间的对立统一关系，如阴阳两极之间的相互作用，共同推动着跨文化适应过程的演进和发展，这一动态变化过程与阴阳隐喻不谋而合。在此基础上，本文建构了“中国学生跨文化适应的压力—应对模型图”，系统整合了压力源与压力应对机制的多元维度，从东方哲学的阴阳视角阐释了它们之间的动态平衡关系。
Abstract：With the Chinese government actively promoting the internationalization of education and encouraging universities to strengthen cooperation and exchanges with internationally renowned institutions, an increasing number of international students from diverse cultural backgrounds are being drawn to China. This trend has not only enriched the multicultural environment in Chinese universities but also brought cross-cultural challenges to both Chinese and international students. However, there is limited research on the crosscultural adaptation of host country cultural groups in multicultural classrooms. Little is known about whether host country students(Chinese students in this case) face cross-cultural adaptation pressures and how they cope with these challenges. From the perspective of cross-cultural adaptation, this paper explores the stress faced by Chinese students in a multicultural classroom in China, including the causes stress and the strategies the students use to cope with the stress. Hopefully this study will provide some insights for intercultural education in the context of China's higher education.This study adopts a qualitative research method, using triangulation as a tool for validation of data collected. Taking the Cross-Cultural Communication course offered by a university in southern China from 2019 to 2023 as its subject, this paper employs multiple sources of data to investigate the issue. First, it analyzes five years of homework data from Chinese students, which include self-reports on “intercultural adaptation experience” and “feelings of multicultural group cooperation.” Second, it utilizes three years of participatory observation records made by the researchers. Third, it conducts in-depth interviews with 12 Chinese students from the class, with the interviews transcribed as supplementary data.Upon analyzing the data using the three-level coding process of grounded theory, several key findings emerge. First, in the multicultural classroom, the primary source of stress for Chinese students is language pressure, including “English input/output difficulties,” “teachers urging them to speak,” and “foreign students' asking questions.” Outside the classroom, “communicative prudence” and “communicative superficiality” contribute most to crosscultural communicative pressure. Second, social support and coping strategies are the main mechanisms through which Chinese students manage stress, having a positive impact on alleviating cross-cultural adaptation pressures. In particular, the interplay between stressors and coping mechanisms, akin to the interaction between Yin and Yang, jointly promotes the evolution and development of cross-cultural adaptation. This dynamic change process aligns with the metaphor of Yin and Yang.Based on these insights, this paper constructs a model of stress and strategies for Chinese students' cross-cultural adaptation, integrating the multiple dimensions of stress sources and coping mechanisms from the perspective of Yin and Yang in Chinese philosophy.In conclusion, this study employs a qualitative research approach to examine the cross-cultural adaptation pressure-coping process of Chinese and international students in multicultural classrooms. By employing the Yin and Yang metaphor, the study systematically interprets the sources of pressure faced by Chinese students and the strategies they use to cope with the stress. These findings not only enrich cross-cultural adaptation theory but also help to promote multicultural education in China. Future research should further explore the cross-cultural adaptation processes of different cultural groups in multicultural settings and identify effective coping strategies to mitigate crosscultural adaptation pressures.
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DOI：
中图分类号:H319.3
引用信息:
[1]安然,朱佳佳.中国学生在多元文化课堂内外的跨文化适应压力与应对[J].国际中文教育前沿,2025(01):15-36+183-185.
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