文学院知识库

自2004年起韩国成立第一所孔子学院，汉语事业便开始在各个国家蓬勃发展，格鲁吉亚作为“一带一路”的沿途国家，汉语事业也有了不错的发展。随着汉语事业的发展，汉语教师的队伍也不断壮大，笔者在了解了汉语教师在格鲁吉亚的生活和工作状况后，发现在跨文化适应方面大家都会遇到一些困难。因此，笔者对部分在格汉语老师展开跨文化适应的调查。
本文以John Berry，Colleen Ward等专家提出的跨文化适应理论为基础，结合格鲁吉亚的基本国情和孔子课堂汉语教师实际情况。通过问卷了解到在格汉语老师的基本资料，包括年龄、性别、学历等，并选取部分个人因素进行相关性分析，得出结论：在格鲁吉亚孔子课堂任教的19名汉语老师跨文化适应情况中，性别、年龄和专业对适应情况有一定影响。同时也从三个维度研究了19位汉语老师的跨文化适应状况。这三个维度分别为： 社会文化适应、心理适应和教师角色适应。通过数据得出三者之间存在不同强度的相关性联系，汉语老师在这三方面的适应程度也各不相同，其中教师角色适应程度最低。在问卷的基础上笔者采用更加深入，有针对性的一对一访谈了解到汉语老师在文化适应中的具体难题，和他们在应对跨文化适应时的表现和应对措施。最后笔者结合所有的数据和访谈内容从相关机构和志愿者本身这两大方面提出相关的应对措施。 

Since the establishment of the first Confucius academy in 2004, the Chinese language business has flourished in various countries and the Chinese language business has developed well as a Belt and Road country along the way. Based on the author's own situation, 19 Chinese-speaking teachers in china were investigated by questionnaire, interview and so on.
Based on the theory of cross-cultural adaptation proposed by Berry, Ward and other experts, and in the light of the basic conditions of Georgia and the actual situation of Chinese teachers in Confucius classroom, the author understands the basic information of the teachers in the Chinese language through the questionnaire, including age, gender, education, etc. and selected some personal factors for a correlation analysis, and concluded that 19 Chinese-speaking teachers who taught in Confucius's class in Georgia had cross-cultural adaptation, gender, age and specialization have no significant impact on adaptation. At the same time, the cross-cultural adaptation of 19 Chinese teachers was studied from three dimensions. The three dimensions are: social culture adaptation, psychological adaptation and teacher's role adaptation. Based on the data, it is concluded that there are different correlation between the three, and the degree of adaptability of Chinese teachers in these three aspects is different, among which the teacher's role adapts the least. On the basis of the questionnaire, the author takes a more in-depth and targeted one-to-one interview to understand the specific difficulties of Chinese teachers in cultural adaptation, and their performance and countermeasures in dealing with cross-cultural adaptation. Finally the author combines all the data and interview content from the relevant institutions and the volunteers themselves two aspects of the relevant response measures.