Relevant bibliographies by topics / Chinese students in Germany

Academic literature on the topic 'Chinese students in Germany'

Author: Grafiati
Published: 26 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Chinese students in Germany.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Chinese students in Germany"

1

Li, Hanwei. "Academic Integration of Mainland Chinese Students in Germany." Social Inclusion 5, no. 1 (March 28, 2017): 80–92. http://dx.doi.org/10.17645/si.v5i1.824.

Full text
Abstract:
This article presents an analysis of the academic integration experiences of mainland Chinese tertiary-level students in Germany. Using Tinto’s model, the article explores the challenges that Chinese students face during their academic integration, the strategies they employ, and the relationship between academic and social integration. The data were collected in spring 2016 by interviewing 26 mainland Chinese students studying either in German universities or universities of applied sciences. Four major challenges were identified and analyzed: language barrier, knowledge gap, pedagogical differences, and cultural differences. An important outcome of the study presented is that social integration serves as a facilitator for enhancing academic integration, but is not a prerequisite for academic success. Group learning with peers was found to enhance learning outcomes. Overall, Chinese students have exploited their own advantages in academic integration by exploring feasible strategies and benefiting from their past learning experiences. It is suggested that academic integration as a long and challenging process for international students should be acknowledged by the German HEIs, and that more institutional support and guidance are needed.
APA, Harvard, Vancouver, ISO, and other styles
2

Maeder-Qian, Jingyue. "Linguistic identity changes of Chinese international students in Germany." Study Abroad to, from, and within Asia 2, no. 2 (December 30, 2017): 240–62. http://dx.doi.org/10.1075/sar.15024.mae.

Full text
Abstract:
AbstractThis article presents findings from a pilot study that aimed to examine Chinese international students’ linguistic identity changes in relation to their English as a lingua franca (ELF) experience and their multilingual competencies in Germany. Data were collected through two rounds of in-depth, semi-structured interviews with seven Chinese postgraduate students over a period of three to five months, with email reports as a supplementary method. A phenomenological approach was then used to interpret four students’ study-abroad experience by looking at relationships among language, identity, and context. The findings suggest that most of the ELF-users demonstrated positive transformation of linguistic identities within the university setting, but ELF also led to a role of ‘bystander’ in German society. The Chinese students’ multilingual identity development demonstrated diverse features and various reasons for this were identified, such as the context in which their social interaction took place, the perceived power relationships between speakers, and the extent of their multilingual competencies.
APA, Harvard, Vancouver, ISO, and other styles
3

Nagy, Dorottya. "Envisioning Change in China." Social Sciences and Missions 27, no. 1 (2014): 86–115. http://dx.doi.org/10.1163/18748945-02701005.

Full text
Abstract:
The present article examines the case of the Freundenkreis für Mission unter Chinesen in Deutschland (Friends of Mission to Chinese in Germany, FMCD) and its Chinesische Leihbücherei (Chinese Lending Library, CLL) to describe and analyze aspects of the complex question of the mission for China and Chinese people, with particular focus on mission work among Chinese students. By presenting the ministry of a German missionary couple, the article argues that the FMCD was one of the first, if not the first network organization after the establishment of the People’s Republic of China (PRC) that envisioned Christian PRC students as important agents in shaping Christianity and generating societal transformations within and beyond China. The case of the FMCD also provides an opportunity to reflect on intercultural encounters enabled by missionary work. The article uses data collected through interviews and participant observation in 2009, 2010 and 2013.
APA, Harvard, Vancouver, ISO, and other styles
4

Savenkova, A. S. "The youth’s perceptions of the labor market in Russia, China and Germany: A comparative analysis." RUDN Journal of Sociology 21, no. 3 (September 17, 2021): 520–35. http://dx.doi.org/10.22363/2313-2272-2021-21-3-520-535.

Full text
Abstract:
The study of the specifics of professional choice and of the factors that determine labor orientations of the youth is one of the urgent sociological tasks for researchers all over the world. The universal, supranational nature of this task under globalization explains the need to compare labor orientations of the Russian youth with their foreign peers. The article aims at assessing the basic ideas about the labor market of the youth in Russia, Germany and China. The empirical part of the article is presented by the survey and interviews of the Russian, German and Chinese youth. The author considers typical problems that the young professionals face when searching for a job, their opinions on the most important work qualities, similarities and differences in the perception of the ideal worker. Young people in Russia, Germany and China name different aspects of working life as the most important: Russian respondents value wages and the stability of organization more than the Chinese and especially German. On the other hand, German and Chinese students prefer activities that reveal personal creativity and leave space for personal life. Considering social capital, unlike their peers from Germany and China, Russian respondents do not associate the fact of having a university diploma with potential success in the labor market. More often than the Chinese and Germans respondents, the Russian youth mention nepotism and corruption as an obstacle to successful employment. Among the similar social perceptions of the respondents from three countries, one can name the difficulties associated with the lack of work experience. The interaction of educational institutions and employers can help in overcoming the difficulties that the young Russians face when searching for a job.
APA, Harvard, Vancouver, ISO, and other styles
5

Heim, E., S. Scholten, A. Maercker, D. Xiu, D. Cai, Z. H. Gao, S. Lu, et al. "Students’ Value Orientations in Contemporary China: Analysis of Measurement Invariance and Latent Mean Differences in Comparison With Students From Germany and Russia." Journal of Cross-Cultural Psychology 48, no. 4 (March 9, 2017): 511–31. http://dx.doi.org/10.1177/0022022117696800.

Full text
Abstract:
The present study examined Chinese students’ personal value orientations according to the Schwartz value theory in comparison with students from Germany and Russia. The theory postulates 10 value orientations grouped into four higher-order factors: conservation versus openness to change and self-transcendence versus self-enhancement. Schwartz’ value orientations have been extensively investigated in Europe but less in East Asian countries such as China. We hypothesized that Chinese students would score higher on conservation and self-enhancement than German and Russian students, but lower on self-transcendence. Regarding openness to change, a null hypothesis was formulated. Students from China ( n = 9,601), Germany ( n = 1,118), and Russia ( n = 3,890) completed the Portrait Values Questionnaire (PVQ-21). To ensure methodological preconditions for cross-cultural comparison, measurement invariance of the PVQ-21 was tested. In a first step, confirmatory Factor Analysis (CFA) was conducted separately for each country. Due to the high correlation between the 10 values, the four higher-order dimensions were studied separately. Configural, metric, and scalar invariance models were tested using multigroup CFA. Full metric and partial scalar invariance models held for all higher-order factors. Thereafter, latent means of values were compared across samples. As a result, Chinese students scored highest on the four higher-order dimensions when compared with Russian and German samples, thus the hypotheses were only partly confirmed. Results of this study could reflect the value conflicts emerging from various cultural influences in contemporary China: Young people are confronted with daily negotiation between Confucian tradition and the rapid economic development.
APA, Harvard, Vancouver, ISO, and other styles
6

Ren, Ping, and Meinert Meyer. "“The Students Have Been Spoilt Previously”." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 378–400. http://dx.doi.org/10.1163/25902539-00102014.

Full text
Abstract:
The professional development of Chinese teachers of Chinese as a foreign language (cfl) in Europe is confronted with various complex educational challenges and problems. Traditional Chinese educational schemata and cultural values have great impact on these teachers’ professional beliefs and their perceptions. My case studies of six cfl teachers show that their professional challenges are connected with the cultural differences of Chinese and German educational contexts. Open-ended questions, in-depth interviews and classroom observation were employed. And multiple data sources, such as the transcripts of teacher interviews, field notes were included. Cross-case analysis indicated that the cfl teachers have to deal with some conflicts of their previous biographies and new requirements of local educational context, such as teacher-centered didactics versus student-centered didactics, traditional Chinese language approaches versus intercultural communicative didactics; strict classroom discipline versus acknowledgement of students’ individuality etc. I depict their professional development by employing a theoretic framework of developmental task theory, i.e. professional competence, mediation, acknowledgment and institution. My study may help to shed light on understanding the individual difficulties that cfl teachers face in overseas teaching environments. The study’s findings and recommendations therefore are of significance for the future design of teacher training for cfl teachers in Germany and in other European countries.
APA, Harvard, Vancouver, ISO, and other styles
7

Chen, Dan, Bo Ning, and Wilfried Bos. "Relationship between Principal Leadership Style and Student Achievement: A Comparative Study between Germany and China." SAGE Open 12, no. 2 (April 2022): 215824402210946. http://dx.doi.org/10.1177/21582440221094601.

Full text
Abstract:
This article explored the different clusters of leadership styles and the relationship between principal leadership style and student academic achievement in domains of mathematics, reading, science, and collaborative problem-solving in Germany and China. We used PISA 2015 data covering 6,504 students and 256 school principals from German schools and 9,841 students and 268 school leaders from Chinese schools. Results identified three leadership styles in Germany, namely, transformational (23.4%), instructional (41.3%), and integrated (35.3%) leadership, and two leadership styles in China, namely, transformational (38.6%) and instructional (61.4%) principals. Principals with instructional and integrated leadership had higher student achievements in Germany, whereas only principals with transformational leadership had slightly higher student achievements in China. Moreover, three leadership styles in Germany and two in China showed their relationships with each domain of student achievement. In conclusion, principals in Germany and China had different priorities in leading schools. The differences that principal leadership made on student achievements highlighted the differences in principals’ situational context and leading characteristics between Germany and China.
APA, Harvard, Vancouver, ISO, and other styles
8

Lin, Muyu, Dieter Wolke, Silvia Schneider, and Jürgen Margraf. "Bullies Get Away With It, But Not Everywhere: Mental Health Sequelae of Bullying in Chinese and German Students." Journal of Cross-Cultural Psychology 51, no. 9 (August 17, 2020): 702–18. http://dx.doi.org/10.1177/0022022120949913.

Full text
Abstract:
Bullying victimization is associated with adverse mental health consequences, while bullies suffer few or no adverse consequences in Western societies. Yet the universality of these consequences across western and eastern cultures is unknown. The current study investigated retrospective bullying experience in primary and secondary schools and its effects on adult mental health (depression, anxiety, stress, lifetime suicidal behavior, positive mental health, life satisfaction, social support, self-efficacy, and sense of control) in 5,012 Chinese and 1,935 German university students. School bullying victimization was far less frequently recalled by the Chinese sample (6.2%–12.6%) than the German sample (29.3%–37.0%), but victims had similar adverse mental health in both countries. In Germany, bullies and not-involved had equally good mental health, whereas bullies in China had poor mental health comparable to victims. Bullying victimization has similar adverse effects on mental health across countries. However, compared to the German students, the prevalence of school bullying is significantly lower, and bullies are also more likely to suffer mental health problems in adulthood in Chinese students. The differences of reasons for and consequences of being bullies are discussed and may have important implications for evolutionary theories and interventions of bullying.
APA, Harvard, Vancouver, ISO, and other styles
9

Zhang, Jingyu, Heinz Mandl, and Erping Wang. "Personality, Acculturation, and Psychosocial Adjustment of Chinese International Students in Germany." Psychological Reports 107, no. 2 (October 2010): 511–25. http://dx.doi.org/10.2466/07.09.11.17.pr0.107.5.511-525.

Full text
Abstract:
The effect of personality traits and acculturation variables on cross-cultural adjustment were investigated in 139 Chinese students in Germany (52% girls; M age = 25.3 yr., SD = 2.9). Participants were surveyed by house visits to their dormitories. Several scales were administered: (a) Big Five Inventory; (b) Vancouver Index of Acculturation; (c) sociocultural adjustment, general and academic; and (d) psychological adjustment, i.e., depression, self-esteem, and life satisfaction. Results showed that Neuroticism and Openness were two shared predictors of sociocultural adjustment. Agreeableness and mainstream acculturation were only related to general adjustment, while Conscientiousness was only related to academic adjustment. All facets of psychological adjustment were related to Neuroticism and Consciousness, while positive components (self-esteem and life satisfaction) were also related to Extraversion and Openness. No influence of heritage acculturation was found. The findings are discussed in light of measurement issues and the shared and unique individual predictors of the different facets of adjustment.
APA, Harvard, Vancouver, ISO, and other styles
10

Papastamatelou, Julie, Rainer Busch, Begüm Ötken, Elif Y. Okan, and Karim Gassemi. "Effects of Network Capabilities on Firm Performance across Cultures." International Journal of Management and Economics 49, no. 1 (March 1, 2016): 79–105. http://dx.doi.org/10.1515/ijme-2016-0005.

Full text
Abstract:
AbstractThe purpose of this study is to identify key factors related to network capabilities that enhance the performance of Chinese, Turkish and German firms. Chinese (n= 107), Turkish (n= 129) and German (n= 109) MBA-students completed a questionnaire, based on an earlier version developed by Kenny [2009], which included questions on the respective firm, its performance and network capabilities. The predictors of firm performance varied by country: in China “information sharing” and “trust” were important, in Turkey “network coordination” and in Germany “human capital resources.” In addition, each country had its own specific drivers of firm performance. The findings of this paper should enhance understanding of the cross-cultural differences and assist managers when planning to join foreign corporations.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Chinese students in Germany"

1

Zhu, Jiani. "Academic adjustment of Chinese students at German universities." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2012. http://dx.doi.org/10.18452/16638.

Full text
Abstract:
Inspiriert vom kognitiven, affektiven und behavioralen Modell Andersons, untersucht diese Forschungsarbeit die akademische Anpassung von chinesischen Studierenden anhand von vier Phasen, der Vor-Abreisephase, der Initial-, der Entwicklungs- und der Abschlussphase, und umfasst dabei drei Einzelstudien: (1) Eine interdisziplinär orientierte Untersuchung auf der Basis von Interviews mit 18 chinesischen Studierenden aus verschiedenen Fächern und mit unterschiedlichen Studienabschlüssen, (2) eine Fallstudie an einer sozialwissenschaftlichen Fakultät, bei der Beobachtungen deutscher Lehrender und Meinungen chinesischer Studierender erhoben wurden und (3) eine longitudinale Untersuchung zur Verfolgung der Sprachentwicklung und Lernerfahrungen von chinesischen Studierenden an deutschen Universitäten. Diese Untersuchungen ergaben, dass die unzureichende Vorbereitung der chinesischen Studierenden (Sprache und allgemeine Kenntnisse über Deutschland) in der Vor-Ausreisephase zu Problemen in der Anfangsphase ihres Aufenthaltes führen. In der Entwicklungsphase berichteten die chinesischen Studierenden von Fortschritten in der deutschen Sprache und im Wissen über die deutschen Hochschulen, die größte Herausforderung stellte jedoch das individuelle Abgleichen der unterschiedlichen akademischen Erwartungen, wie sie im Heimatland ursprünglich vermittelt und in Deutschland gegensätzlich erwartet werden. In der Abschlussphase zeigen chinesische Studenten Verständnis und Wertschätzung für die Erwartungen an deutschen Hochschulen. Insgesamt verlangt der Prozess der akademischen Anpassung von chinesischen Studenten, die Differenzen (im Wissenschaftssystem) zu identifizieren, zu verstehen und später diese Differenzen auch schätzen zu können. Diese Untersuchung zeigt, dass die deutsche Sprachkompetenz, die wissenschaftliche Begleitung und Unterstützung sowie die persönliche Anstrengung zentrale Faktoren der akademischen Anpassung chinesischer Studierender darstellen.
Inspired by Anderson’s cognitive, affective, and behavioral model, this research explores Chinese students’ academic adjustment in the four phases: pre-departure, initial, developing, and final phase, and is composed of three studies: (1) a cross-sectional study which interviews 18 Chinese students from different subjects and pursuing different academic degree; (2) a case study conducted in a social science faculty, both German lecturers’ observation and Chinese students’ opinions are investigated; and (3) a longitudinal research follows Chinese students’ language development and learning experience at German universities. This research found that Chinese students’ insufficient preparation (language and knowledge about German universities) in the pre-departure phase leads to the difficulty in the initial phase. Chinese students often describe the initial experience as a “catastrophe”, as they were not familiar with the academic-oriented information in Germany at all. In the developing phase, Chinese students reported progress in German language and knowledge about German universities, which facilitate their further development. One big challenge in the developing phase is to negotiate the difference of academic expectation between home and host universities. In the final phase, Chinese students show understanding and appreciation to the expectation at German universities. The whole process of academic adjustment expects Chinese students to identify the difference, understand the difference, and later appreciate the difference. This research further finds that German language competence, academic support, and personal effort together exert influence on the Chinese students’ academic adjustment at German universities. In order to improve the academic adjustment, suggestions are made to the prospective Chinese students and German institutions to better facilitate Chinese students’ academic adjustment in Germany
APA, Harvard, Vancouver, ISO, and other styles
2

Huang, Lei [Verfasser]. "Communication between Chinese students and German university teachers in academic settings / Lei Huang." Gießen : Universitätsbibliothek, 2018. http://d-nb.info/1153334690/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zhu, Jiani [Verfasser], Jürgen [Akademischer Betreuer] Henze, and Andrä [Akademischer Betreuer] Wolter. "Academic adjustment of Chinese students at German universities / Jiani Zhu. Gutachter: Jürgen Henze ; Andrä Wolter." Berlin : Humboldt Universität zu Berlin, Philosophische Fakultät IV, 2012. http://d-nb.info/1029294852/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Zhu, Jiani [Verfasser], Jürgen Akademischer Betreuer] Henze, and Andrä [Akademischer Betreuer] [Wolter. "Academic adjustment of Chinese students at German universities / Jiani Zhu. Gutachter: Jürgen Henze ; Andrä Wolter." Berlin : Humboldt Universität zu Berlin, Philosophische Fakultät IV, 2012. http://nbn-resolving.de/urn:nbn:de:kobv:11-100206416.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chen, Dan [Verfasser], Wilfried [Akademischer Betreuer] Bos, and Ramona [Gutachter] Lorenz. "The relationship between school leadership and student mathematics achievement : A comparative study between Germany and Chinese Taipei / Dan Chen ; Gutachter: Ramona Lorenz ; Betreuer: Wilfried Bos." Dortmund : Universitätsbibliothek Dortmund, 2019. http://d-nb.info/1185169482/34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Norris, Daniel J. "Attitudes and Motivations Towards Learning Foreign Languages: A Survey of of U.S. University Students." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/618.

Full text
Abstract:
This study examined the beliefs and opinions of U.S university students towards learning foreign languages. Four major areas were explored, including attitudes and motivations towards learning foreign languages, perceptions of foreign languages in the U.S., and favorability of Arabic, Chinese, French, German, Korean, and Spanish. One additional area that investigated participants' opinions in support or against a foreign language requirement in the United States was also examined. The instrument included a survey of 22 items, consisting of 13 quantitative attitude/opinion questions, two qualitative open-ended questions, and seven questions for demographics. The data was analyzed through descriptive, inferential, and content analyses, including Cronbach's Alpha, independent and dependent samples t-tests and one-way ANOVAs. The results of the study showed that participants generally had positive attitudes and high motivations towards learning foreign languages. Their perceptions were slightly critical of Americans' perspectives of foreign languages but indicated the belief that the U.S. education system does provide reasonable opportunities to learn foreign languages. Participants showed high favorability towards learning Spanish, with French also slightly favorable. Participants did not demonstrate positive favorability towards learning Arabic, Chinese, German, or Korean. However, participants commonly referred to Chinese as being particularly useful for business opportunities and consistently indicated low interest or usefulness in Arabic. Few significant differences were observed between genders or foreign language education background. Overall, female participants had slightly more positive views about learning foreign languages, whereas the same was true for participants with higher-level foreign language ability.
APA, Harvard, Vancouver, ISO, and other styles
7

Denisenko, V. "Education in Germany for foreign students." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ng, Man-ching, and 吳文青. "Hope among the Chinese students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3030037X.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jiang, Yu. "Developing Chinese Students' Metacultural Competence: A Chinese Discourse Analysis Perspective." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/416295.

Full text
Abstract:
Research by Chinese scholars around cultural distributions and representations in English Language Teaching (ELT) textbooks for university and college education in China in the past decade has argued that these textbooks have been designed to extensively develop Chinese students’ cross-cultural communicative competence. However, it is noteworthy that previous studies have identified that the cultural content of these textbooks has little effect on developing such competence of Chinese students. By analysing the 3rd Edition of the New Horizon College English (NHCE) textbook series (Zheng et al., 2017) used by students whose major is not English, this research contributes towards contemporary explorations in understanding Chinese nativisation and conceptualisation of the English language. This research adopts the iterative rigor of document analysis as proposed by Bowen (2009) which combines aspects of content and thematic analysis. Additionally, for the data from the texts that have associated images, Weinger and Kiss’ (2013) semiotic framework is employed to support discussions around the interrelationship between texts, data, and images. This research focuses on the nativised features of Chinese English (CE) i.e., linguistic features (lexis and coherence) and cultural conceptual features (cultural event schema), and investigates the extent to which these features are presented in the NHCE textbook series (Research Question 1). The research further explores how these features may affect the development of Chinese students’ metacultural competence (Research Question 2). The findings of this study highlight an unequal distribution of linguistic and cultural conceptual features in the texts and translation exercises in each of the four books in the NHCE textbook series. Some units contain only data on linguistic or cultural conceptual ii features. Evidence of CE lexis is categorised, presented, and discussed in three parts: transliterations, loan translations, and nativised Chinese English words. The total numbers of evidence of these three parts are 11, 23, and 7 respectively. Two examples each for transliterations, loan translations, and nativised Chinese English words have been selected for discussion. In addition, evidence of CE coherence which is relevant to aspects of Chinese cultural experiences is presented in two examples (i) living in a university dormitory might cause students a giant headache (complemented by the schema: dormitory) and dedication to society (complemented by the schema: social responsibilities), and (ii) showing kèqi (courtesy/politeness) communicative behaviours when offering food to a guest /refusing food from a host at a Chinese family dinner (complemented by the schema: dining etiquette). Furthermore, the study has found fewer data regarding cultural event schemas compared to that of CE linguistic features. There are two examples delineated in this section (i) tea drinking event schema and (ii) world exploration event schema. All of the identified data are closely associated with various Chinese cultural themes and values such as economy and education. It is also argued that the nativisation of the English language is demonstrated through encoded texts and associated images in NHCE which convincingly identified and described Chinese culture and other relevant cultural concepts in a positive manner (Research Question 1). In addition, as the embedded Chinese cultural conceptualisations could be used to provide students with Chinese characteristics-centred definitions of widely understood concepts, it could be assumed that students would be able to integrate these cultural conceptualisations in future intercultural interactions, and the development of their metacultural competence could thereby be facilitated (Research Question 2). This research has implications not only for ELT textbook writers but for writers of iii Second Language Teaching (SLT) textbooks as well. One implication is that it would be necessary to provide students with cultural content containing lexis based on local cultures in SLT textbooks. Additionally, it is beneficial for SLT writers to provide students with cultural content that is written in a way that reflects the discourse features of their mother tongue. Moreover, values and themes of the source culture may need to be culturally conceptualised in textbooks to help students raise the awareness of internalising widely understood concepts into their own culture and then creating their own interpretations of the concepts. Furthermore, incorporating conceptual variations in cultural content could be considered for inclusion in ELT and SLT textbooks.
Thesis (Masters)
Master of Arts Research (MARes)
School of Hum, Lang & Soc Sc
Full Text
APA, Harvard, Vancouver, ISO, and other styles
10

Qiu, Lei, and Xiaomeng Ding. "Chinese students' integration in European society." Thesis, Högskolan i Gävle, Akademin för hälsa och arbetsliv, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-16432.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Chinese students in Germany"

1

Liang, Hsi-huey. Berlin before the wall: A foreign student's diary with sketches. New York: Routledge, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Chinese students encounter America. Seattle: University of Washington Press, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zhang, Xiudi. Chinese International Students and Citizenship. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1021-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Chang, Sze-yi. English conversation for Chinese students. Beijing: Beijing zhong xian tuo fang ke ji fa zhan you xian gong si, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yang, Jan Y., Lei Chen, and Zheng Tang. Chinese M&As in Germany. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99405-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Zhao, Dacheng. Chinese Students' Higher Achievement in Mathematics. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0285-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Fan, Weiqiao. Intellectual styles among Chinese university students. Beijing: University of Science and Technology of China Press, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Muhuang. Lu guo Niuyue: Zai Meiguo xun zhao zi wo de Zhongguo liu xue sheng de gu shi = LuguoNiuyue. Beijing: Zhongguo hua qiao chu ban she, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mao, Xianning. Da kai Niujin Jianqiao da men. 8th ed. Jiulong, [Hong Kong]: Tian chuang chu ban she you xian gong si, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Fry, Plantagenet Somerset. Longman communicative dictionary for junior students. Hong Kong: Longman, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Chinese students in Germany"

1

Zhu, Jiani. "Approaching the End: Appreciating the German Learning Environment." In Chinese Overseas Students and Intercultural Learning Environments, 175–86. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lux, Markus. "Challenges and Measures Related to the Integration of Chinese Students in Germany — the Activities of a German Foundation." In Transnational Higher Education in the Asian Context, 82–94. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137034946_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Du, Ruiqing. "Students." In Chinese Higher Education, 75–92. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-21997-1_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Singh, Michael, and Thị Hồng Nhung Nguyễn. "Teaching Students through Localising Chinese." In Localising Chinese, 197–209. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-54282-3_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Barbalet, Jack. "China in Germany." In Confucianism and the Chinese Self, 11–49. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6289-6_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Gu, Mingyuan, Jiansheng Ma, and Jun Teng. "Chinese Students’ Collective Identity." In Perspectives on Rethinking and Reforming Education, 45–57. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4011-5_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Itoh, Mayumi. "Chinese Students Protest Movement." In The Origins of Contemporary Sino-Japanese Relations, 97–114. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137566164_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lin, Chin-hui. "Emergency Remote Chinese Language Learning at a German University: Student Perceptions." In Teaching the Chinese Language Remotely, 57–83. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87055-3_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Liu, Yipeng, and Michael Woywode. "Chinese M&A in Germany." In Chinese International Investments, 212–33. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230361577_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Halang, Wolfgang A. "Guiding Chinese Scientists to Germany." In A Tribute to Prof. Dr. Da Ruan, 231–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30307-4_51.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Chinese students in Germany"

1

Yu, Ying, and Yu Wang. "Construction and Application of Mechatronics Automation Laboratory at CDHAW of Tongji University." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37811.

Full text
Abstract:
The Sino-German School of Applied Sciences (Chinesisch-Deutsche Hochschule fu¨r Angewandte Wissenschaften, CDHAW) is an educational project of the Chinese Ministry of Education and the German Federal Ministry of Education and Research, implemented by Tongji University and a consortium of German Universities of Applied Sciences. Students mainly study in classroom but lack experimental experience is a common problem in China university education. Main object of this Sino-Germany cooperation project is to train students with both of theoretical knowledge and also problem solving ability based on the experiment and practice in corresponding labs. Laboratory construction is therefore one of the most important parts in this Sino-Germany project. Mechatronics automation laboratory, which is designed to strengthen students’ comprehension of abstract concepts through experimental validation and enable students to benefit from experiment design and development of mechatronics projects, is the first one to be built together with the sponsorship of Siemens. Equipments inside can be combined flexible for different experiments, which can serve for many curricula. The automation laboratory is not only developed for curriculum but also for research work. It is open to all students, who are interesting to some research or take part in some creative games. This paper introduces the automation laboratory construction idea, equipment configuration, and coherent and comprehensive experiment development.
APA, Harvard, Vancouver, ISO, and other styles
2

Gebhard, Christian Alexander. "Who attends our foreign language courses? A preliminary look into the profile of learners of Chinese." In 4th International Conference. Business Meets Technology. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/bmt2022.2022.15328.

Full text
Abstract:
This article takes a look into the profile of students enrolled at elective foreign language (FL) courses at German universities. Two surveys on their study biography show that learners of Chinese have on average learned more previous foreign languages than learners of Spanish. As more experienced FL learners, they draw on more FL learning strategies and more sources for transfer, a psycholinguistic process observed in FL learning. Based on contrastive theories, possible sources for transfer into and out of Chinese are suggested to contribute to the successful teaching of Chinese.
APA, Harvard, Vancouver, ISO, and other styles
3

Bottoms, Bryndle. "The Development of German and Chinese Language Skills: Analysis of Covariance of Early Childhood Students." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578494.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Schlimbach, Ricarda, Bijan Khosrawi-Rad, and Susanne Robra-Bissantz. "Deriving Design Knowledge for eLearning Companions to Support International Students." In Digital Restructuring and Human (Re)action. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.4.2022.2.

Full text
Abstract:
International students often have difficulties in getting connected with other students (from their host country), or in fully understanding the lectures due to barriers such as interacting in a foreign language or adjusting to a new campus. eLearning Companions (eLCs) act as virtual friends, accompany students with dialog-based support for learning and provide individual guidance. We contribute to the lack of prescriptive design knowledge for that specific use case by deriving 16 design principles for eLCs and transferring them into an expository instantiation along the Design Science Research paradigm. We build upon 14 identified literature requirements and 15 condensed user requirements resulting from an empirical study with 76 Chinese-speaking exchange students at a German university. Our objective is to extend the knowledge base and support scientists and practitioners in eLC design for non-native students to initiate further research and discussion.
APA, Harvard, Vancouver, ISO, and other styles
5

Lloyd, John R., and Ronald C. Rosenberg. "Creating Global Mechanical Engineers Through New Education-Industry Partnerships." In ASME 1997 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-gt-046.

Full text
Abstract:
A new language-based global undergraduate mechanical engineering education program is being developed to produce “globally educated” mechanical engineers ready for practice in the 21st century. The Global Education Program is accomplished through partnerships established with middle and high schools, companies, a network of international engineering schools and Michigan State University. Typically the incoming students have studied French, Spanish, or German, but we also find students in increasing numbers who have had Japanese and Chinese. The MSU Mechanical Engineering Global Education Program begins by partnering with key middle and high schools for recruiting of top quality, properly prepared students. At Michigan State University during the first two years they complete their language preparation and their cultural awareness preparation. In the third year the students study and co-op abroad. In the fourth year the students serve as mentors to underclass students in the program. Industrial partners participate by sponsoring students, recommending international academic partners, helping in the development of curriculum, and by providing co-op opportunities. This partnership for education program has the long term goal of involving 50% of the MSU Mechanical Engineering BS graduates in a global education experience.
APA, Harvard, Vancouver, ISO, and other styles
6

Fedorova, Anna. "PAREMIA AS A LANGUAGE KEY TO UNDERSTANDING THE SPECIFICS OF INTERCULTURAL COMMUNICATION (from the experience of teaching students in the direction of "German language and literature. Chinese language")." In GERMAN IN BASHKORTOSTAN: PROBLEMS AND PROSPECTS. Baskir State University, 2021. http://dx.doi.org/10.33184/nyvb-2021-04-06.16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pu, Xiao, Laura Mascarell, Andrei Popescu-Belis, Mark Fishel, Ngoc-Quang Luong, and Martin Volk. "Leveraging Compounds to Improve Noun Phrase Translation from Chinese and German." In Proceedings of the ACL-IJCNLP 2015 Student Research Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/p15-3002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Herman, Cosmin, and Anca Mustea. "THE ROMANIAN MOODLE MOOC DEVELOPMENT AND THE USERS' FEEDBACK." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-188.

Full text
Abstract:
An extremely useful advancement in education is represented by the Massive Open Online Courses Platforms. In the last few years a growing number of platforms offer free courses for people around the world. This courses are important for ensuring free access to education to all the people that want to develop their knowledge and competencies, as well as those who would not otherwise be able to have access to education. Most of the courses are thought in English, but other languages are also present: German, Spanish, Italian, Chinese and other. The wide development of Massive Open Online Courses (MOOCs) at the international level constituted both an inspiration and a challenge to develop Romanian MOOCs. The first MOOC we developed in Romanian is a course on Moodle. The course is thought as being a self-paced course. The course contains six modules, referring to different aspects of online learning or Moodle objects. For each module we developed presentations containing information, theoretical aspects and examples. Video tutorials are included for modeling and demonstrating how to use different objects in Moodle. In order to take the learning to a more practical level, each student can request a course where he has the role of teacher - in this course the student can practice everything he learns in the Moodle MOOC. We implemented this course in the Moodle platform mooc.ro. The paper presents the process and the challenges faced during the development of this Romanian MOOC as well as the feedback obtained from the first students of this course.
APA, Harvard, Vancouver, ISO, and other styles
9

Gartman, Makar Vitalevich. "Nazism in Germany: From Yesterday to Today." In International Scientific and Practical Conference for Students, Chair Mariia Sergeevna Bazhaikina. TSNS Interaktiv Plus, 2020. http://dx.doi.org/10.21661/r-530269.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Schiffeler, Nina, Valerie Stehling, Anja Richert, and Sabina Jeschke. "GOING TO GERMANY TO STUDY?! IMPEDIMENTS FROM THE STUDENTS' PERSPECTIVE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0563.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Chinese students in Germany"

1

Pia, Alex. Preferred perceptual learning styles of Chinese students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5802.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lin, Li-ching. Teaching English Grapheme-Phoneme Correspondences to Chinese Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6903.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Krastel, Sebastian. Geophysical Student Field Trip Baltic Sea, Cruise No. AL600, 20.08.2023 – 27.08.2023, Kiel (Germany) – Kiel (Germany), GÜ Uni Kiel. GEOMAR Helmholtz Centre for Ocean Research Kiel, Germany, 2023. http://dx.doi.org/10.3289/cr_al600.

Full text
Abstract:
ALKOR cruise AL600 served as a marine geophysical field course for ‘Physics of the Earth System’ bachelor students at Kiel University. Beside taking an active role in planning and realization of the individual geophysical measurements, the students also performed some first processing and interpretation of the obtained data. This work had to be documented in form of a scientific presentation as well as writing of the respective chapter in this cruise report. For the following chapters, we (Sebastian Krastel, Jens Schneider von Deimling) decided to only slightly modify the text and figures provided by the students. This should emphasize the student’s achievements, and underline the overarching aim of the cruise to train the students in acquisition, processing, and documentation of marine geophysical data.
APA, Harvard, Vancouver, ISO, and other styles
4

Hu, Terry. Adjustment Problems of Chinese College Students in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1722.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tsai, Jillian. Teaching Phonetic-ideograph Rules to English Speaking Students of Chinese. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7202.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Zwetsloot, Remco, Ryan Fedasiuk, and Emily Weinstein. Assessing the Scope of U.S. Visa Restrictions on Chinese Students. Center for Security and Emerging Technology, February 2021. http://dx.doi.org/10.51593/20200076.

Full text
Abstract:
In May 2020, the White House announced it would deny visas to Chinese graduate students and researchers who are affiliated with organizations that implement or support China’s military-civil fusion strategy. The authors discuss several ways this policy might be implemented. Based on Chinese and U.S. policy documents and data sources, they estimate that between three and five thousand Chinese students might be prevented from entering U.S. graduate programs each year.
APA, Harvard, Vancouver, ISO, and other styles
7

Au, Kim. Economic Coping Patterns of Chinese Foreign Students in Portland State University. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1809.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Feldgoise, Jacob, and Remco Zwetsloot. Estimating the Number of Chinese STEM Students in the United States. Center for Security and Emerging Technology, October 2020. http://dx.doi.org/10.51593/20200023.

Full text
Abstract:
In recent years, concern has grown about the risks of Chinese nationals studying science, technology, engineering and mathematics (STEM) subjects at U.S. universities. This data brief estimates the number of Chinese students in the United States in detail, according to their fields of study and degree level. Among its findings: Chinese nationals comprise 16 percent of all graduate STEM students and 2 percent of undergraduate STEM students, lower proportions than were previously suggested in U.S. government reports.
APA, Harvard, Vancouver, ISO, and other styles
9

Klinger, Richard. Bachelor-MARSYS education cruise in the Baltic Sea Cruise No. AL577, 28.07. – 08.08.2022, Kiel (Germany) – Kiel (Germany) BALTEACH - 1. Institute for Marine Ecosystem and Fishery Science, Kiel, Germany, 2022. http://dx.doi.org/10.3289/cr_al577.

Full text
Abstract:
During this teaching cruise, bachelor students of the Institute of Marine Ecosystem and Fishery Science (IMF) were supposed to get the opportunity to learn about the most commonly used scientific methods, gears and working procedures on board of a research vessel for fisheries science as well as biological oceanography. In order to achieve a great number of students participating a teaching cruise, this one has been split in half. Thus a change of 7 students has been realizable in Rønne, on the Danish island Bornholm. The scientific objective of the cruise was the investigation of distribution patterns of certain spawning fish species, such as cod, whiting, sprat, plaice, flounder and dab in the Kiel, Arkona and with special focus within the Bornholm Basin. In addition to fisheries, a comprehensive grid of plankton net stations was sampled in order to gain insights into the spatial distribution of fish eggs, planktivorous prey (larval to adult life stages) cod larvae and plankton distribution (most important for sprat) within the Bornholm Basin. Of special interest were picoplankton communities´ short term responses (on board) to temperature along the respective gradient in the Baltic Sea with an additional sampling scheme to later isolate Ostreococcus sp. and its associated viruses for future laboratory studies at the Institute for Marine Ecosystem and Fishery Science. (Alkor-Berichte ; AL577)
APA, Harvard, Vancouver, ISO, and other styles
10

Douglas, Grace, Diana Saiki, Mickala Ritter, and Jay Kandiah. Effects of Stress on Dressing and Eating Behaviors of Chinese Female Students. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-97.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Chinese students in Germany' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography