文化冲击和我在UWBS经验涵化分析:Culture shock and acculturation of my experiences in UWBS - 蜂朝网
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文化冲击和我在UWBS经验涵化分析:Culture shock and acculturation of my experiences in UWBS

时间: 2013-12-24 编号:sb201312241111 作者:蜂朝网
类别:留学生论文 行业:教育产业 字数:567 点击量:2435
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文章摘要:
Culture shock means the maladjustment when someone begins to live in the environment of a different culture (Adler, 1975, p.15).

论文题目:culture shock

论文语言:英语论文 English

论文专业:business

字数:500

学校国家:英国

是否有数据处理要求:否

您的学校:wlverhampton

论文用于:BA Coursework 本科课程作业

补充要求和说明:

500 word Personal report.

The report will be your personal observations on how culture shock and acculturation issues affected your entry into Higher Education study at UWBS.

This will allow for some first party writing but I would still like you to include relevant Harvard citations from research material analysis.


Introduction


It is a hot topic when the globalisation becomes a more and more evident trend. It may be a huge challenge for students who realise a cross-culture learning and study, because there are obvious differences in the thinking and lifestyle, the expression/behaviour habits and so on (Furnham &Bochner, 1986, p.33). This article is about my experiences and observations about the adjusting process of my higher education in UWBS. 


My experiences as a freshman in UWBS


There are some issues that should pay special attention to when I entered into UWBS as a freshman. Firstly, the style of communication among teachers and students is entirely different. In the former experience (in China), the whole process of teaching and learning is silent which lacks of necessary discussions and disputes, it seems like a one-direction teaching activity. It is infrequent for Chinese student to carry out a large number of readings and get various opinions about one certain concept or theory. In Chinese textbook, in most cases, there is a uniform definition about most concepts. Secondly, the teaching activity is different between China and UK. There are many group projects and discussions to explore and know the level of students’ knowledge and skills. This method is difficult for Chinese students based on two reasons, one is the insufficient master of language, and the other one is the traditional cultural recognition that people should learn personally and quietly. Thirdly, the higher education in UWBS emphasises the creativity and practices of students, but in China, people pay more attention to the score of examination which is a result of traditional values and the real fierce competition in the daily life. 


Reflection


The process of my experience in UWBS can be divided into three stages: the curiosity stage, the “fighting” stage and the adaptation, so it can also be regarded as a process of acculturation. In the first stage, I was very happy and interested in various things in my life: the scene of university, people’s customs in wearing and eating, and the sufficient learning sources every student can obtain. In the second stage, there are many cultural conflicts and adjustments for me. Everything is new and different which exams my ability to suit the new environment. This stage is difficult but important which provides me with new ideas, new experience to reflect the life now and before. In the end of the first year, I was integrated into the family of UWBS which is the third stage of adaptation. 


Conclusion


It is an interesting task for me to carry out this important observations and records. As a real process, the experience in UWBS is a vivid demonstration of culture shock and acculturation. The shock is primarily based on the cultural differences demonstrated by the values system, the teaching/learning method, the priority in the learning process. The higher education in UWBS is colourful which can provide not only the knowledge and skill but also the ability to perceive the outer world. 


References


Furnham, A. &Bochner, S. 1986, Culture sock, Psychological reactions to unfamiliar environments. Macgraw Hill, New York.

Peter Adler 1975. The transitional experience: An alternative view of culture shock. Journal of Humanistic Psychology, vol.15, no.4, pp. 13-23.  


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