Готові списки джерел за темами / Chinese students

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  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій
  6. Звіти організацій

Добірка наукової літератури з теми "Chinese students"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 29 липня 2024

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Статті в журналах з теми "Chinese students"

1

Lu, Wei, and Jae Eun Lee. "Improving International Students' Safety Perceptions in the Crisis of COVID-19: Focused on Chinese Student." Crisis and Emergency Management: Theory and Praxis 18, no. 8 (August 31, 2022): 1. http://dx.doi.org/10.14251/crisisonomy.2022.18.8.1.

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Анотація:
The purpose of this study is to find out the safety crisis of Chinese international students studying in Korea and how to improve safety perception. After COVID-19 as a sudden public event, safety perception and education on public health should be strengthened. Although China is taking many protective measures for the safety of international students, not only the popularity of 'health bags' is high, but also the publicity needs to be improved. The survey results showed that first, it is necessary to establish a mechanism for assessing student safety perception, adjust the focus of education, identify the main factors affecting student safety, and timely and effectively remove the pressure of the epidemic on students. Second, it is necessary to continuously update the safety protection contents for international students. Third, safety education for international students should be thoroughly conducted and attention should be paid to emergency management resources. Fourth, it is required to promote the timeliness and efficiency of information update and to establish a broad and effective information communication channel.
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2

WUYUN, BAGEN, Guangping ZHANG, Shoko HASEGAWA, Takashi SHIMOMURA, and 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, no. 4 (2012): 439–48. http://dx.doi.org/10.7211/jjsrt.38.439.

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3

Crawford, Mark H. "Chinese Science Students Wooed." Science 245, no. 4921 (September 1989): 934. http://dx.doi.org/10.1126/science.245.4921.934.d.

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CRAWFORD, M. H. "Chinese Science Students Wooed." Science 245, no. 4921 (September 1, 1989): 934. http://dx.doi.org/10.1126/science.245.4921.934-b.

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5

Hon, Kam-lun Ellis, Sheila F. Twinn, Ting F. Leung, David R. Thompson, Yin Wong, and Tai F. Fok. "Chinese Nursing Students' Attitudes Toward Traditional Chinese Medicine." Journal of Nursing Education 45, no. 5 (May 1, 2006): 182–85. http://dx.doi.org/10.3928/01484834-20060501-08.

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6

Tan, Aorui. "The Research on the Happiness Brought by Chinese Short Video Software Douyin to Chinese College Students." Lecture Notes in Education Psychology and Public Media 4, no. 1 (May 17, 2023): 1179–85. http://dx.doi.org/10.54254/2753-7048/4/2022858.

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Анотація:
Douyin is now a popular short video app for Chinese college students. Most Chinese college students watch Douyin for entertainment. So how Douyin brings happiness to college students is worth studying. A questionnaire was made for college students to fill out to help with the study. Through data analysis of the questionnaire results, the conclusions are showed that first Chinese college students are attracted by entertaining videos on Douyin, and they like livestream function of Douyin most, which also brings them happiness. Douyin had become a form of entertainment among college students during the quarantine as well. Furthermore, fragmented video information transmission mode on Douyin makes some students think the joy they get is continuous, while others think it is transient. In addition, most students agree that Douyin is a vulgar way of entertainment, mainly due to the uneven quality of the videos on this platform. Overall, this study presented that Douyin does bring happiness to Chines college students. However, this kind of video content that brings students happiness is tacky to some extent and has no substantive meaning.
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7

Yin, Hongzhi, Athapol Ruangkanjanases, and Chenin Chen. "Factors Affecting Chinese Students' Decision Making toward Thai Universities." International Journal of Information and Education Technology 5, no. 3 (2015): 189–95. http://dx.doi.org/10.7763/ijiet.2015.v5.500.

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8

Heng, Tang Tang. "“Chinese Students Themselves Are Changing”." Journal of International Students 10, no. 2 (May 15, 2020): 539–45. http://dx.doi.org/10.32674/jis.v10i2.958.

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Анотація:
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.
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9

Pomnikova, A. Yu. "Chinese Students' Compressive Family Narratives." Yazyk i kul'tura, no. 49 (March 1, 2020): 99–119. http://dx.doi.org/10.17223/19996195/49/6.

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10

Orleans, Leo A. "Chinese students and technology transfer." Journal of Northeast Asian Studies 4, no. 4 (December 1985): 3–25. http://dx.doi.org/10.1007/bf03025066.

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Дисертації з теми "Chinese students"

1

Ho, Kenneth, and 何健宇. "Student migration among mainland Chinese postgraduate students in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45825506.

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2

Zeng, Min. "The adaptation of Mainland Chinese research postgraduates to the Universities of Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3700685X.

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3

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.

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4

Wang, Yiran. "Study on transformative learning of UK students in China and Chinese students in the UK." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31509.

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Анотація:
As international education continues to expand, countries providing such opportunities not only benefit but also face challenges. For traditional destinations, including the United States and the United Kingdom, the number of international students has been falling. At the same time emerging economies, such as China, are witnessing a rapid increase in the number of international students enrolled in their universities. China is, therefore, beginning to play an important role in the competitive global market for higher education. This thesis analyses and compares the experiences of international students in the UK and China using Transformative Learning theory. While there is an extensive literature on both international higher education and also Transformative Learning theory there are three important contributions that this thesis makes. First, this research applies the theory to two international student groups: UK students in Chinese universities and Chinese students in UK universities. Second, this study includes a focus on the intercultural learning of Chinese doctoral students in the UK filling a gap in current research. Finally, this investigation has extended the very limited number of current research projects on UK students in China. It is generally acknowledged that international students will experience various challenges when they are in a culturally different context. Little research has focused on how and why learners are transformed through exposure to their new environment and, also, why sometimes they are not. This study applies Transformative Learning theory to address two research questions: first, do UK international students in Chinese universities and Chinese international students in UK universities experience transformational learning in/during their overseas studies? Second, what factors foster or impede international students' experience of transformative learning? To answer the above questions semi-structured interviews were used to investigate international students' academic and social experiences. Based on the insights provided by Mezirow, Taylor, and previous studies on international students, I argue that international students' intercultural experience is a complex process. Transformation can occur in various ways and social and personal perspectives underpin the transformative learning of the students. Contributing factors include culture shock, educational conventions, the student's motivation, expectations, personality, gender and previous work experience. The results reflect the significance of differences in teaching styles in the UK and China and the impact this can have on the student teaching and learning process when they move to a new university.
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5

Yeung, Kim-wai Thomas. "Language and school children's misconceptions in energy and force." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B3862705X.

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6

Li, Weiwei. "An Investigation of Chinese Master’s Students in Denmark and Sweden." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23124.

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Анотація:
This paper investigates and compares Chinese master’s students in Denmark and Sweden, focusing on their motivation for choosing to study in Denmark and Sweden, their daily life and study acculturation experience, as well as their intentions of staying or returning after graduating.The paper provides information on the current student migration situation, and presents relevant motivational migration and acculturation theories. A semi-structured interview method is then used to gather qualitative data from six Chinese master’s students studying in Denmark and Sweden. In the analysis, the paper applies the theories on the interview data.This paper’s findings suggest that the main reasons for the Chinese master’s students to study abroad is to improve their competencies and experience foreign culture. When choosing the study destination, decisive factors include the quality of the program, the academic reputation of the universities, the use of English in teaching and cultural aspirations.The effects of cultural differences, study situation and finance are factors that affect their psychological well-being during the process of acculturation. Their psychological well-being generally follows a “U” curve with an initial high level followed by a lower level which eventually increases to a higher level once again. The students encounter challenges in their study related to the Danish and Swedish academia’s direct teacher-student and student-student communication, as well as the English language.Regarding the students’ intentions after graduating, some plan to return to China because of family, friends and personal relationship reasons, while others intend to stay mainly for career reasons, but with the intention of ultimately returning to China.
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7

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

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Анотація:
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
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8

Xu, Jinqi. "Becoming a Chinese student: a practice-based study of Chinese students' learning in an Australian university." Thesis, School of Management, Operations and Marketing, 2016. https://ro.uow.edu.au/theses/4808.

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Анотація:
A growing concern in studies of internationalisation relates to Chinese students studying in the West. In business studies, Chinese students are the largest cohort of international undergraduates. Areas of concern include differences in learning styles, language and socio-cultural barriers. Institutionally, learning is considered to occur when students can demonstrate the learning outcomes achieved and learning is assured against learning criteria. However, research has shown the limitation of this view or what Hagar et al (Hager, Lee & Reich, 2012) term the dominant paradigm of learning and that learning occurs in many forms (Boud, 2006; Stone, Boud & Hager, 2011). There is an absence of discussion about how learning actually occurs, or the practices that Chinese students use in order to learn. Drawing on Hager and Hodkinson's (2011) use of becoming as a metaphor for learning, this thesis aims to examine the experience and practices of Chinese business students studying in an Australian university. The principle research question focuses on the contribution that a practice-based study makes to investigations of undergraduate Chinese business student learning in an Australian university. Drawing on a practice theoretical framework influenced by the Chinese philosophical concept of Yinyang, and a practice methodology, the research is an in-depth investigation of the everyday practices used by five Chinese business undergraduate students to support their learning. The study uses interpretative methods including interviews, observations, reflexive groups, document analyses, collections of artefacts and field notes. The findings demonstrate how students put things together in different ways that are inseparable from their becoming. Study practices, such as memorising and translating are used by students together with socio-cultural practices. Study and socio-cultural practices are entangled in multiple relationships usefully described using Yinyang concepts (Wang, 2012). The findings highlight how student learning occurs, or becomes, as they adapt and adopt what they see as appropriate study and sociocultural practices in different contexts. A practice-based approach, with the inclusion of the notion of Yinyang, can help explain the tensions and contradictions of students’ performance as learners and the process of becoming that makes up their learning journey. Many institutional and historical tensions and contradictions shape students’ learning practices. I conclude that Chinese students’ learning is characterised by complexity and that the possibility and impossibility of Chinese students’ learning is inseparable from particular practices, settings and arrangements. The implications for students and teachers are that learning cannot be pinpointed in a static snapshot but is better understood as a constant process of becoming and that institutions and teachers need to be able to deal with complexity when supporting students by developing appropriate curricula and structures.
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9

Wang, Changhua. "Friendship Patterns of Chinese Students and Their Adjustment in the United States." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1364.

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International students who experience difficulties in a new culture are often considered to have suffered a breakdown in their normal healthy psychological functioning, and therefore need therapy and counselling (Pedersen et al, 1976). This study views failure and problems experienced by the sojourner as a result of lack of the necessary new social skills and knowledge. Social networks, particularly friendships, are thus extremely important in that such networks are not only source of social support, but also major channels through which such skills and knowledge are acquired. Guided by social support theories and social skills theories, this study examines the following research questions through the survey and the interview with a sample of Chinese students at Northwest University I and five other universities across the United States. How is adjustment of Chinese students related to their friendship patterns? What are the friendship patterns of Chinese students? What are the primary functions of the friendship patterns of Chinese students? How is the degree of difficulty felt by Chinese students in different social situations related to their friendship patterns? How is social adjustment related to the degree of difficulty felt by Chinese students in different social situations? Some additional questions related to the five research questions were also addressed in this study. The study showed there were different functions for different friendship patterns among Chinese students. Despite different functions, friendships are very important for Chinese in their adjustment to the United States. However, students belonging to the bi-cultural friendship pattern were more satisfied with social as well as academic aspects of their life in this country than those who belong to the mono-cultural friendship pattern. Among different factors contributing to social adjustment, social skills account most for the variance of social adjustment among Chinese students. This study concluded with suggestions for forming institutional policies toward international students in American higher education, training of international students both at the home country and the host country, and advice to prospective international students, particularly Chinese students.
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10

Yu, Xiao Ping. "Chinese Character Challenger : supplementary courseware for assisting students learning Chinese characters /." Link to the online version, 2005. http://hdl.handle.net/10019/1326.

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Книги з теми "Chinese students"

1

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

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2

Orleans, Leo A. Chinese students in America: Policies, issues, and numbers. Washington, D.C: National Academy Press, 1988.

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3

Mickle, Kathryn M. The adaptation of Hong Kong students to Canada. [Toronto]: University of Toronto - York University, Joint Centre on Modern East Asia, 1985.

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4

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

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5

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

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6

Chang, Peter. Hanyu for beginning students: Student's book. South Melbourne: Pearson Education Australia, 2001.

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7

Chen, Naijian. The experience of Chinese youth adjusting to Canadian education. Regina, SK: Saskatchewan School Trustees Association, 1996.

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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.

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9

Wang, Lihong. Chinese Students, Learning Cultures and Overseas Study. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137496591.

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Zhu, Jiani. Chinese Overseas Students and Intercultural Learning Environments. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53393-7.

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Частини книг з теми "Chinese students"

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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.

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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.

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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.

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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.

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Huang, Zheng. "Voices of Chinese College Students." In Native and Non-Native English Speaking Teachers in China, 67–94. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5284-2_4.

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Gu, Qing. "Chinese Students in the UK." In Spotlight on China, 107–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-669-9_7.

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Hathaway, Tim. "US Universities Serving Chinese Students." In Global Opportunities and Challenges for Higher Education Leaders, 115–18. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-863-3_26.

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Shu, Hong. "Deconstructing Chinese International Students' Silence." In Critical Perspectives on White Supremacy and Racism in Canadian Education, 219–30. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003399360-18.

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Wang, Yiyan. "Chinese art students in Lyon." In Modern Art for a Modern China, 122–63. Abingdon, Oxon ; New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429316005-6.

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Tazreiter, Claudia, Leanne Weber, Sharon Pickering, Marie Segrave, and Helen McKernan. "Chinese Students: Isolated Global Citizens." In Fluid Security in the Asia Pacific, 31–51. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-46596-2_3.

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Тези доповідей конференцій з теми "Chinese students"

1

Ivanov, A. P. "The notion of "labor" in English and Chinese idioms." In All-Russian scientific-practical conference of young scientists, graduate students and students, chair O. V. Uarova. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-195.

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Semenova, D. S. "Modern trends in the Chinese name of the naming." In All-Russian scientific-practical conference of young scientists, graduate students and students, chair A. A. Vasileva. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-203.

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Belyaeva, Ekaterina. "AXIOLOGICAL ASPECTS OF THE SOCIO-CULTURAL INTERACTION OF RUSSIAN AND CHINESE STUDENTS IN THE EDUCATIONAL SPACE OF THE RUSSIAN UNIVERSITIES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2018. http://dx.doi.org/10.32008/nordsci2019/b1/v2/24.

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Анотація:
The development of cultural ties and cooperation between Russia and China in the field of education correlates with the current strategy of internationalization of Russian universities. Many Russian universities today tend to develop partnerships with Chinese universities. In particular, the number of Chinese students studying in Russian universities constantly increases; academic exchange programs are successfully implemented, the number of scientific contacts between representatives of universities of the two countries grows. The implementation of such cooperation is accompanied by problems of social and cultural interaction in the field of education of Russian and Chinese students. The general purpose of the study was to identify the axiological component in the interaction of Russian and Chinese students in the space of the Russian university. Chinese students who study in Yekaterinburg universities (390 people), Russian students who study/live with Chinese (500 people), 10 Chinese experts, 10 Russian experts in the field of education in Russia and China were interviewed. The results suggest that the Russian students find the values of hedonistic nature – love and pleasure – to be more important than the Chinese ones, while the Chinese students consider study and personal security to be most important (and this is determined by the goals of coming to Russia and the conditions of staying in the territory of a foreign country). Nevertheless, it cannot be said that the values of students from the Russian Federation and the People’s Republic of China differ radically and may interfere with the productive socio-cultural interaction between them. Besides, the great importance of such values as world peace and love of country for Chinese students can be the basis for attracting them to participate in the activities of patriotic and cultural student associations that already exist in the Ural universities. The practical significance of the results obtained is that the identified problems of socio-cultural interaction between Chinese and Russian students make it possible to develop technologies for optimizing the socio-cultural interaction of foreign students in Russian universities, which is especially important in the initial stages of their education in Russia. Among the recommendations for optimizing the process of entering Chinese students into Russian universities (in addition to Russian language classes) are joint Russian-Chinese leisure and holiday events, joint social student associations (volunteering, tourism, music, etc.), excursion programs aimed at acquaintance with the culture of the host country, the joint interaction of Russian and Chinese students in social networks and messenger apps.
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Guruleva, Tatiana. "New Chinese Language Tutorial: Development Algorithm." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0412.

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Rasskazova, E. "The adaptation problems of Chinese students." In XX International scientific and practical conference "Russian cultural space: language – mentality – understanding". LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1418.rcs_xx-2019/58-60.

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Liu, Chang-Jiang, Xiao-Ping Sun, Li-Yan Guo, and Bao-Cai Han. "Instrument Achievement Goal for Chinese Students." In 2008 International Workshop on Geoscience and Remote Sensing (ETT and GRS). IEEE, 2008. http://dx.doi.org/10.1109/ettandgrs.2008.149.

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Ma, Hongxin, and Yunchang Zhao. "Honesty Education to Chinese College Students." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.93.

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Denisenko, Natalia. "TEACHING RUSSIAN TEXTS TO CHINESE STUDENTS." In Россия и Китай: история и перспективы сотрудничества. Благовещенский государственный педагогический университет, 2020. http://dx.doi.org/10.48344/bspu.2020.56.15.088.

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Pei, Shaohua. "Microaggression Experiences of Chinese International Students." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1446764.

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Kurdyumov, Vladimir. "Chinese Language Theory Textbook: Challenges and Solutions." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0554.

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Звіти організацій з теми "Chinese students"

1

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

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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.

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3

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.

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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.
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4

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.

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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.
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5

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.

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6

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.

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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.

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8

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.

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9

Su, Jin, Sun Sun, and Xiao Tong. How Chinese College Students Perceive Fast Fashion Brands: A Brand Personality Approach. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1479.

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10

Wang, Changhua. Friendship Patterns of Chinese Students and Their Adjustment in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1363.

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