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Thematische Bibliographien / Chinese students / Zeitschriftenartikel

Zeitschriftenartikel zum Thema „Chinese students“

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Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 10. März 2023

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1

WUYUN, BAGEN, Guangping ZHANG, Shoko HASEGAWA, Takashi SHIMOMURA und Naoki MATSUBARA. „Landscape assessment fo rgreen roofs by Chinese students, Chinese students in Japan and Japanese students“. Journal of the Japanese Society of Revegetation Technology 38, Nr. 4 (2012): 439–48. http://dx.doi.org/10.7211/jjsrt.38.439.

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2

Crawford, Mark H. „Chinese Science Students Wooed“. Science 245, Nr. 4921 (September 1989): 934. http://dx.doi.org/10.1126/science.245.4921.934.d.

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3

CRAWFORD, M. H. „Chinese Science Students Wooed“. Science 245, Nr. 4921 (01.09.1989): 934. http://dx.doi.org/10.1126/science.245.4921.934-b.

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4

Yin, Hongzhi, Athapol Ruangkanjanases und Chenin Chen. „Factors Affecting Chinese Students' Decision Making toward Thai Universities“. International Journal of Information and Education Technology 5, Nr. 3 (2015): 189–95. http://dx.doi.org/10.7763/ijiet.2015.v5.500.

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5

Hon, Kam-lun Ellis, Sheila F. Twinn, Ting F. Leung, David R. Thompson, Yin Wong und Tai F. Fok. „Chinese Nursing Students' Attitudes Toward Traditional Chinese Medicine“. Journal of Nursing Education 45, Nr. 5 (01.05.2006): 182–85. http://dx.doi.org/10.3928/01484834-20060501-08.

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6

Kakupa, Paul, und Han Xue. „Students’ Attitudes towards Research: A Study of Graduate Education Students at a Chinese Normal University“. Educational Process: International Journal 8, Nr. 2 (15.03.2019): 97–110. http://dx.doi.org/10.22521/edupij.2019.82.1.

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7

Heng, Tang Tang. „“Chinese Students Themselves Are Changing”“. Journal of International Students 10, Nr. 2 (15.05.2020): 539–45. http://dx.doi.org/10.32674/jis.v10i2.958.

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Given how China has been the top source of international students worldwide, there has been growing media and research interest in Chinese international students. However, much of the narratives tend to focus on their struggles. In this commentary, I draw upon insights from my personal experience as an international student and, consequently, research on Chinese international students to illuminate alternative ways of understanding Chinese internationals and the reasons for why these perspectives around international students are necessary.

8

Pomnikova, A. Yu. „Chinese Students' Compressive Family Narratives“. Yazyk i kul'tura, Nr. 49 (01.03.2020): 99–119. http://dx.doi.org/10.17223/19996195/49/6.

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9

Orleans, Leo A. „Chinese students and technology transfer“. Journal of Northeast Asian Studies 4, Nr. 4 (Dezember 1985): 3–25. http://dx.doi.org/10.1007/bf03025066.

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10

SUN, M. „Uncertain Future for Chinese Students“. Science 246, Nr. 4934 (01.12.1989): 1114. http://dx.doi.org/10.1126/science.246.4934.1114.

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11

Dorhout, Peter K. „On Keeping Chinese Science Students“. Physics Today 54, Nr. 11 (November 2001): 81–82. http://dx.doi.org/10.1063/1.1428449.

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12

Mervis, J. „NASA Meeting Bars Chinese Students“. Science 342, Nr. 6155 (10.10.2013): 177. http://dx.doi.org/10.1126/science.342.6155.177.

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13

Shi, Ling, und Yanning Dong. „Chinese graduate students paraphrasing in English and Chinese contexts“. Journal of English for Academic Purposes 34 (Juli 2018): 46–56. http://dx.doi.org/10.1016/j.jeap.2018.03.002.

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14

Sato, Takahiro, Valerie Burge-Hall und Tsuyoshi Matsumoto. „American Undergraduate Students’ Social Experiences With Chinese International Students“. International Journal of Educational Reform 29, Nr. 4 (28.05.2020): 354–70. http://dx.doi.org/10.1177/1056787920927682.

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The purpose of this study was to describe and explain American undergraduate students’ social experiences interacting with non-native English-speaking Chinese international students during conversational practices at an American university. This study used an explanatory (holistic) multiple case study design (Yin, 2003) using in-depth, semistructured interviews grounded in the social exchange theory. The participants were seven American students (three men and four women) who served as conversation partners of Chinese international exchange students during each fall semester. Three major interrelated and complex themes emerged from the data. They were (a) developing social reward relationships, (b) proving the social norm information during the conversational partnerships, and (c) employing/utilizing strategies for developing trust relationships. The results of this study can be utilized to encourage faculty, global education office staff, and all students to respect, value, and embrace the languages and cultures of Chinese international students. This contribution can prompt a greater appreciation for diversity which leads to meaningful academic, athletic, and social experiences for all students at American college and university.

15

Sakti, Karina Fefi Laksana. „Penerapan Modul Digital Fonologi Bahasa Mandarin pada Mahasiswa Prodi Pendidikan Bahasa Mandarin Universitas Negeri Malang“. Jurnal Pendidikan Bahasa 11, Nr. 1 (15.06.2022): 16–23. http://dx.doi.org/10.31571/bahasa.v11i1.3552.

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The aim of this study is: (1) to describe the application of the Chinese phonology digital module to students of the Chinese Language Education Study Program, and (2) to describe the student's response to the Chinese phonology digital module. This study used the descriptive qualitative method. The data sources used in this study were students of the Mandarin Language Education Study Program, Universitas Negeri Malang. The data from this study were obtained from observations and interviews. The results of observations from this study indicate that learning activities by applying this digital module can run smoothly and according to plan. Students are enthusiastic about participating in all learning activities. In addition, students can also understand Chinese phonological material easily. Based on the interview results, it can be seen that the Chinese phonology digital module makes it easier for students to learn Chinese phonology anywhere and anytime.

16

Xu, Cora Lingling. „Portraying the ‘Chinese international students’: a review of English-language and Chinese-language literature on Chinese international students (2015–2020)“. Asia Pacific Education Review 23, Nr. 1 (27.11.2021): 151–67. http://dx.doi.org/10.1007/s12564-021-09731-8.

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AbstractThe Chinese international students are often portrayed in a monolithic manner in popular discourse. To offer a more comprehensive and critical representation of the Chinese international students, this paper conducts a thematic narrative review of 128 English-language and 74 Chinese-language peer-reviewed articles published between 2015 and 2020. Drawing on post-colonial theories, this review identifies four subject positions portrayed of the Chinese international students: the (1) neoliberal, (2) political, (3) pedagogic and (4) racialised subjects. This paper celebrates heartening developments in the literature which affirms Chinese international students’ epistemic contributions, legitimate pedagogic needs, notable heterogeneity and wide-ranging political, cultural and pedagogic agencies. It also highlights how aspects of these subject positions have exercised epistemic injustice on the Chinese international students. Meanwhile, it pinpoints the Chinese international students’ acquiescence in exacerbating global education inequalities. Among the first to bring the dominant English-language and ‘local’ perspectives of Chinese-language literature in dialogue, this article notes divergent focuses and indicates unique contributions to historicising research on Chinese international students made by the latter. This article challenges popular perceptions of Chinese international students, questions production of knowledge, and pinpoints future research directions.

17

Lin, Fen, Yanfei Sun und Hongxing Yang. „How are Chinese Students Ideologically Divided? A Survey of Chinese College Students' Political Self-Identification“. Pacific Affairs 88, Nr. 1 (01.03.2015): 51–74. http://dx.doi.org/10.5509/201588151.

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18

Nkrumah, Bright, und Raymond Asamoah. „Ghanaian Chinese Language Learners’ Perception of Chinese Characters“. Journal of Foreign Language Teaching and Learning 7, Nr. 2 (12.10.2022): 329–52. http://dx.doi.org/10.18196/ftl.v7i2.14077.

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This paper investigated students’ perception of learning Chinese characters at the University of Ghana. The Chinese writing system is an exclusive indispensable script that forms part of the Chinese culture. However, the complexity, forms, strokes, pronunciation, radicals, and orthography structure of the characters makes it difficult for Ghanaian students to learn the Chinese language. A qualitative and quantitative design was used for the study. Of 338 students, 183 participated in the study from the first to the fourth year. Purposive sampling was used to select the students to respond to the questionnaire and share their opinions about the Chinese characters in interviews. The findings showed that (a) reading and writing of the Chinese characters were perceived to be more difficult than speaking. (b) the Chinese character radicals, forms, remembering of strokes, orders, numbers, and the orthography structure of the Chinese characters were a hurdle for Chinese language learners. Suggestions were made to urge students to cultivate the habit of consistently practicing the characters through collective participation and learning. The language learners need to do away with excuses, fear, and make-believe obstructions and spend more time in the learning process to enhance their skills in the Chinese writing system.

19

Khosasih, Andyni. „Chinese Teaching in Chinese Department of Binus University“. Humaniora 2, Nr. 1 (30.04.2011): 690. http://dx.doi.org/10.21512/humaniora.v2i1.3085.

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Binus University, established in 1974 and located in West Jakarta, is one of famous universities in Indonesia. This university has some literature departments including Chinese literature department which was started in 2002. At this moment, this department has 419 students and 28 lecturers who have different background. The difference of the students and lecturers’ point of view becomes one the backgrounds of this paper. The others are text books used, campus rules and alternative solution toward the problem faced. The method used in this research is direct observation. From the data taken and analyzed, it can be concluded: (1) Chinese department students, either Chinese descendant or not, has problems in learning Chinese, (2) The number of lecturers of Bachelor graduates is more than the master ones, (3) The Chinese language mastery of Chinese descendant students is better than non Chinese descendant ones, (4) The text books used are not all suitable for Chinese department student, and (5) The quality control system of Chinese teaching is good.

20

Lim, Miguel Antonio, und Zhuo Min Huang. „An analysis of Chinese students’ use of Chinese essay references“. Learning and Teaching 15, Nr. 2 (01.06.2022): 29–52. http://dx.doi.org/10.3167/latiss.2022.150203.

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Many studies have addressed the needs and challenges of international students in their host countries; however, there is relatively less work on the potential contributions these students make to their curricula. This article presents a bibliographic analysis of the academic references (n=7,273) used by Chinese students to construct their final essays on the theme of education and international development at a leading global university based in the United Kingdom. It examines (1) what knowledge resources are used in their essays; and (2) what the characteristics and patterns of these choices are. When allowed to construct their own essays, Chinese students appear to choose to use a significant proportion of Chinese knowledge resources within English academic essays. This use increases when their lecturers and tutors explain and accept the value of non-English academic resources. This article then discusses the implications of this result for lecturers.

21

Liu, Hong, und Rining (Tony) Wei. „Chinese University Students’ Attitudes Toward Chinese-English Classroom Code-Switching“. Chinese Journal of Applied Linguistics 45, Nr. 2 (01.05.2022): 254–73. http://dx.doi.org/10.1515/cjal-2022-0207.

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Abstract This study investigates students’ attitudes towards classroom code-switching (CS) between Chinese and English, and how such attitudes are influenced by learning motivation and language anxiety, the two focal variables of the present study. A total of 550 students from a university in northwest China took part in an online survey. The results of quantitative analyses suggest a division of attitudes towards CS, acknowledging its usefulness but dismissing its symbolic value. Such attitudes can be predicted based on the focal learner characteristics. The implications of the findings are discussed vis-à-vis the social psychology of CS and an optimal use of CS to assist language learning and teaching.

22

Lee, Kit Fong. „Non-Chinese students learn Chinese with fun through origami activities“. Han-Character and Classical written language Education 35 (30.09.2014): 351–71. http://dx.doi.org/10.15670/hace.2014.35.1.351.

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23

Akers, Michael D., Don E. Giacomino, Xin Li und Joseph Wall. „Measuring EQ Of Chinese Accounting Students“. Review of Business Information Systems (RBIS) 21, Nr. 2 (01.12.2017): 11–26. http://dx.doi.org/10.19030/rbis.v21i2.10077.

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While prior literature has examined the EQ of accounting students and Chinese business student limited research has examined both. This paper examines the self-reported emotional intelligence scores of accounting majors, undergraduate and graduate, at a Chinese university and compares these scores with their parents’ assessment. Our findings suggest that Chinese accounting students have high EQ. Further, the parents’ perceptions of EQ is significant in the determination of the EQ score. This finding is consistent with Goleman’s (1998) comments and has implications for any organization that uses an emotional intelligence instrument as part of the evaluation process.

24

Opoku-Darko, James. „Ghanaian Students’ Perceptions of Chinese Language Learning“. American Journal of Education and Practice 7, Nr. 1 (20.01.2023): 26–34. http://dx.doi.org/10.47672/ajep.1329.

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Purpose: Chinese language proficiency presents myriads of opportunities. However, students’ perceptions influence their decisions to learn the language and since perceptions vary in different contexts, this study examined how Ghanaian students perceive Chinese language learning. Methodology: The qualitative approach, with the descriptive research design was used for the study. The target population was the University of Cape Coast students who were neither reading BA Chinese language programme nor taking free Chinese language and culture classes. Using the convenience sampling technique, twenty-two students who volunteered to partake in the study were selected. Data for the study were collected using an open-ended questionnaire. The data collected were analysed using the thematic content analysis based on the techniques of opening and axial coding. Findings: The results revealed that Ghanaian students generally had positive perceptions of Chinese language learning, and those with unfavourable perceptions are likely enroll onto a form of Chinese learning course if they become aware of the benefits associated with proficiency in Chinese language. Recommendations: The study recommend that outreach programmes should be instituted by Chinese language centres in Ghana to sensitise the public on the benefits of Chinese language learning. The study also recommend more research to be done on Chinese language.

25

Bordovskaia, Nina V., Charles Anderson, Natalia Bochkina und Elena I. Petanova. „The Adaptive Capabilities of Chinese Students Studying In Chinese, British and Russian Universities“. International Journal of Higher Education 7, Nr. 4 (03.07.2018): 1. http://dx.doi.org/10.5430/ijhe.v7n4p1.

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This article presents a comparative study of the personal adaptive capabilities of Chinese students studying in Chinese, British and Russian universities. The study involved 224 Chinese first-year students who formed 3 groups: Group 1, 96 first-year students studying in China; Group 2, 100 Chinese first-year students studying in Russia; Group 3, 28 Chinese first-year students studying in the UK. The instruments employed were: a Personality questionnaire (adapted Rogers-Dymond method), the Big Five and the Method of studying the Research Potential of students (Bordovskaia et al., 2017). The study found that for all Chinese students, the general predictors of adaptation to university education are "openness" and "agreeableness". The differences are that the personal resources for the adaptation of Chinese students in Chinese and Russian universities are "research potential", in the British university "neuroticism", "extraversion" and "conscientiousness (self-control)”. The findings point up the conditions for ensuring the future academic, social and communicative success of Chinese students in the educational environments of British, Russian and Chinese universities, and allow one to predict the reasons for the difficulties faced by individual students.

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Syuy Syutszyuan'. „PSYCHOLOGICAL TYPES OF CHINESE UNIVERSITY STUDENTS“. Pedagogical Education in Russia, Nr. 12 (2016): 123–26. http://dx.doi.org/10.26170/po16-12-25.

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27

Bano, Sara, und Qing Xia. „Chinese Undergraduate Students’ Perceptions of Learning:“. Journal of Comparative & International Higher Education 11, Winter (14.03.2020): 85–88. http://dx.doi.org/10.32674/jcihe.v11iwinter.1511.

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In the past few years, the number of Chinese undergraduate students in short term study abroad programs have substantially increased, especially in the field of public health. However, little is known about the experiences of Chinese undergraduate students' in short-term study abroad programs in the field of healthcare. In this qualitative study, by using Transformative Learning Theory lens we tried to understand the meaning making process of Chinese undergraduate students who participated in a short-term study abroad program in the field of Public Health at an American university. The students considered their participation in short-term study abroad program as an opportunity to develop their careers and global professional identity by learning English and cultural aspects of health profession in the USA.

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SMITH, DEREK R., NING WEI, TATSUYA ISHITAKE und RUI-SHENG WANG. „Musculoskeletal Disorders among Chinese Medical Students“. Kurume Medical Journal 52, Nr. 4 (2005): 139–46. http://dx.doi.org/10.2739/kurumemedj.52.139.

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29

Griner, Jessica, und Allison Sobol. „Chinese Students' Motivations for Studying Abroad“. Global Studies Journal 7, Nr. 1 (2014): 1–14. http://dx.doi.org/10.18848/1835-4432/cgp/v07i01/40893.

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30

Chang, Liu. „American Visa Officials Anger Chinese Students“. Chinese Education & Society 36, Nr. 6 (November 2003): 47–54. http://dx.doi.org/10.2753/ced1061-1932360647.

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31

Hong, Walter, Louisa Chan, Dunchun Zheng und Chao Wang. „Neurasthenia in Chinese Students at UCLA“. Psychiatric Annals 22, Nr. 4 (01.04.1992): 199–201. http://dx.doi.org/10.3928/0048-5713-19920401-11.

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32

Li, Anke. „University integration of Chinese undergraduate students“. Journal of international Mobility N�6, Nr. 1 (2018): 153. http://dx.doi.org/10.3917/jim.006.0153.

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33

He, Yunke, und Heather Banham. „Education Destination Determinants Of Chinese Students“. Journal of International Education Research (JIER) 7, Nr. 4 (29.09.2011): 19–32. http://dx.doi.org/10.19030/jier.v7i4.6041.

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As the focus on international education has changed from international aid to international trade, competition for internationally mobile students has increased. The motivational factors influencing the education destination decision for students from China is of particular significance to destination countries and their educational institutions. This paper explores directly with Chinese students the determinants and motivations on the education destination decision. The primary data is collected from five geographical regions in China. The analysis of the research findings has resulted in some important implications on government policies and institution recruitment strategies.

34

Cheung, Chun Hei. „Chinese Students in American High Schools“. Journal of Education and Learning 11, Nr. 1 (12.11.2021): 65. http://dx.doi.org/10.5539/jel.v11n1p65.

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There are numerous scholarly articles that focus on Chinese Students’ decisions to go overseas and challenges they face in American High Schools. These research generates a holistic view on the subject., with many of them agreeing each other. Yet, despite many scholarly articles discussing this topic, I find few of these studies originate from students who have lived through the experience of having left China to study abroad in the US themselves. This essay will explore and investigate the experience of Chinese students in US high schools through a combination of personal experience and scholarly articles. Some of the results go in accordance with the scholarly articles, while some deviate away from the findings.

35

Choudaha, Rahul. „Mobility of Chinese and Indian Students“. International Higher Education, Nr. 68 (25.03.2015): 8–9. http://dx.doi.org/10.6017/ihe.2012.68.8624.

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Many institutions are under pressure to recruit more international undergraduate students to overcome fiscal strains caused by budget cuts. China and India are large source countries, which are expected to show different trends beginning 2015 due to demographic shifts, self-financed students, pace of reforms and campus concerns. Institutions should prepare for these trends without letting fiscal urgency to lose focus on quality, integrity and diversity.

36

Qiang, Zha. „Study Abroad Fever Among Chinese Students“. International Higher Education, Nr. 69 (25.03.2015): 15–17. http://dx.doi.org/10.6017/ihe.2012.69.8635.

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The numbers of Chinese students choosing to study abroad continues to increase. This article discusses some of the factors creating this demand, and argues that it will continue. One of the main groups are undergraduates who are going abroad for study.

37

Spira, Neal. „The Experience of Supervising Chinese Students“. Psychoanalytic Inquiry 40, Nr. 1 (02.01.2020): 46–49. http://dx.doi.org/10.1080/07351690.2020.1690889.

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38

Wang, W. „Mainland Chinese Students' Concept of Health“. Asia Pacific Journal of Public Health 16, Nr. 2 (Juli 2004): 89–94. http://dx.doi.org/10.1177/101053950401600202.

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This investigation, which was part of a larger project, was to describe and explain the concept of health as perceived by Chinese students. Data were collected through a questionnaire from students from two primary schools, two high schools and two universities (N=946) in Shanghai, China. The results showed that Chinese students not only considered themselves healthy but also viewed adolescents as the healthiest people in comparison with children, the middle and the old-aged. Their health concept consisted of components relating to physical, psychological, and social/moral dimensions. There were more boys than girls who considered mental health to be part of general health and a tendency for boys to perceive health status as poorer along with the increase in age. The categories of the concept of health and students' views on how to enhance health status are presented. Asia Pac J Public Health 2004; 16(2): 89-94.

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Fuliang, Guo. „Zimbabwean Students’ Perception of Chinese Sounds“. International Journal of Language and Linguistics 3, Nr. 2 (2015): 102. http://dx.doi.org/10.11648/j.ijll.20150302.18.

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40

Hu, Guangwei, und Jun Lei. „Chinese University Students’ Perceptions of Plagiarism“. Ethics & Behavior 25, Nr. 3 (25.09.2014): 233–55. http://dx.doi.org/10.1080/10508422.2014.923313.

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41

Cartlidge, Edwin. „Top marks awarded to Chinese students“. Physics World 13, Nr. 8 (August 2000): 7. http://dx.doi.org/10.1088/2058-7058/13/8/7.

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42

Lina, Qiu,. „The Loanwords Usage of Chinese Students“. Sociolinguistic Journal of Korea 24, Nr. 3 (31.12.2016): 37–63. http://dx.doi.org/10.14353/sjk.2016.24.3.02.

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43

Zhang, Lan‐sheng. „Geographical textbooks for Chinese undergraduate students“. Journal of Geography in Higher Education 19, Nr. 3 (November 1995): 353–54. http://dx.doi.org/10.1080/03098269508709335.

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44

Wang, Wei, und Xiaochun Miao. „Chinese Students’ Concept of Mental Health“. Western Journal of Nursing Research 23, Nr. 3 (April 2001): 255–68. http://dx.doi.org/10.1177/01939450122045131.

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45

Nield, Kevin, und Viv Thom. „Chinese students — a matter of heart“. Enhancing Learning in the Social Sciences 2, Nr. 1 (Juli 2009): 1–26. http://dx.doi.org/10.11120/elss.2009.02010007.

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46

Tang, Catherine So-kum, Michelle S. M. Yik, Fanny M. C. Cheung, Po-king Choi und Kit-chun Au. „Sexual harassment of Chinese college students“. Archives of Sexual Behavior 25, Nr. 2 (April 1996): 201–15. http://dx.doi.org/10.1007/bf02437936.

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47

Ma, Hing-Keung, und Wing-Shing Chan. „The Moral Judgments of Chinese Students“. Journal of Social Psychology 127, Nr. 5 (Oktober 1987): 491–97. http://dx.doi.org/10.1080/00224545.1987.9713733.

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48

유정원. „Acculturation of Chinese Students in Korea“. Journal of North-east Asian Cultures 1, Nr. 34 (März 2013): 245–60. http://dx.doi.org/10.17949/jneac.1.34.201303.013.

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49

Zou, Peng, Xiaogang Wang, Lei Sun, Qing Chen, Huan Yang, Niya Zhou, Hongqiang Chen et al. „Semen Quality in Chinese College Students“. Psychosomatic Medicine 80, Nr. 6 (2018): 564–72. http://dx.doi.org/10.1097/psy.0000000000000595.

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Tan, Weihua, und Ken Simpson. „Overseas educational experience of Chinese students“. Journal of Research in International Education 7, Nr. 1 (April 2008): 93–112. http://dx.doi.org/10.1177/1475240907086890.

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