A Case Study of Cultural Shock

The adaptation of foreign students to the new environment is manifested in all aspects of study and life, which is a gradually developing psychological process. Through the observation of students, it can be roughly divided into four stages: honeymoon period, shock period, recovery period and adaptation period.

When they first arrived at school, the students showed a strong sense of freshness. No matter what I saw, I felt very novel and excited, and talked a lot. They are very willing to make new friends and talk about study and life together. At this stage, students are in a positive mood, which is called honeymoon period.

At this stage, the biggest feature of students is that they become uneasy and lonely, complain when they are slightly frustrated, and feel bored or even disgusted with teachers and classmates around them or a certain course. At this time, they often miss their hometown and relatives especially, which deepens the difference with reality and makes them feel more bored. Students become sensitive, withdrawn, uninterested in learning, and even tired of learning. They like one person or several people in the same state to form a small group and isolate themselves from the outside world. During this period, students' mood fluctuates greatly, which is easy to produce contradictions, and the method of dealing with problems is simple, which is a period of frequent problems.

After a longer period of study and life, it will enter a relatively stable period, that is, the recovery period. During the recovery period, with the constant adaptation to the new environment, the thinking and understanding of foreign students are constantly changing, and they are gradually familiar with the language, diet and customs here. Especially after increasing the communication with overseas students in China, I found that they can solve some problems, their sense of loneliness and loss gradually decreases, and their self-confidence gradually increases, so they are refreshed and full of enthusiasm for study and life.

Later, through repeated running-in, adjusting mentality, further adapting to the new environment and accepting the state of study and life, we can live in harmony with the people around us. At this time, students' personality has become more cheerful, their enthusiasm for learning has also been significantly improved, and the frequency of problems among students has been significantly reduced. This period is the adaptation period.

When students enter the adaptation period, their communication ability, problem-solving ability and self-adjustment ability are obviously improved, and their study and life are on the right track.

Second, teaching and management countermeasures

1. Cultural background

While respecting the different religious beliefs, values and cultural customs of international students, our school implements separate and unified management for international students, provides special apartments and canteens for international students, and provides comfortable living service facilities as much as possible to create a good learning and living environment for international students. Because religion plays an important role in these countries, teachers should have a certain understanding of the different religious beliefs of foreign students and pay attention to them. Students' religious activities within the normal scope should be respected. When students need to go out to participate in group activities such as worship, they should explain to them that they should pay attention to their own safety and report to the relevant person in charge when they go out and return. In addition, the culture of China is introduced to students in daily management, and on this basis, students' behaviors are regulated, so that they can be taken seriously without violating the relevant regulations of the school.

2. Change management concepts and explore management methods.

(1) Combination of rigid management and flexible management.

Rigid management pays attention to rigid command constraints, management thinking is either one or the other, and system is its core. Its advantage is that it is easy to implement and examine, and it plays an important role in safeguarding and maintaining the normal teaching order of the school. However, due to the rigid provisions of the system, it is easy to cause contradictions and conflicts between managers and students, which makes students in a passive management state and limits their enthusiasm and creativity. Flexible management is based on the study of people's psychology and behavior laws, and uses a non-mandatory way to produce a potential persuasion in people's minds, thus transforming organizational will into people's conscious action. Its core is people-oriented, that is, let international students manage their own international students. Its advantage is that it can stimulate the enthusiasm of international students for self-management and form a sense of collectivity and cooperation, but it lacks the binding force like rigid management, which will cause a generation gap between international students and school administrators. According to the characteristics and educational laws of international students, our school has formulated relevant documents on the management of international students. Compared with the management of domestic students, these management measures emphasize both flexibility and standardization. Practice has proved that the self-management of international students can reduce their rejection psychology, especially in solving the friction and conflict between international students. However, in practical work, how to avoid the particularity of international students' management, how to grasp the scale of management, and how to combine rigidity with softness deserve further exploration.

(2) Change single plan management into hierarchical target management.

Plan management requires managers to define the action objectives for the managed and explain the operation steps of each action, while target management only needs to define the objectives and work requirements for the managed, and the specific steps are solved by the managed and operators themselves [3 1. Our school implements the management mode of combining the school-level foreign student management department with the second-level college foreign student management department. The management departments of secondary colleges have more autonomy and flexibility in the management of international students. Its management members are composed of relevant leaders of secondary colleges, full-time counselors for foreign students, heads of foreign students' grades, class teachers and class committees. Among them, the class committee is democratically elected by students, which gives full play to the enthusiasm of international students and embodies the consciousness of self-management. According to the different division of labor, management members have different levels of management objectives and tasks, and perform their duties. The class committee and the head teacher specifically manage students' study, life and thoughts, and have a deep understanding of every student in the class. While assisting the class teacher, the class teacher and counselor report the problems in the management of international students to the relevant departments of the college's international students management in time, and feedback the results to the class teacher in time, so as to realize the two-way dynamic flow of information and solve the problems among international students quickly and efficiently.

In the initial stage of foreign students' cultural shock, this method can effectively understand students' ideological trends in time and help them solve problems properly when they encounter them.

(3) create conditions for cross-cultural management

Cross-cultural management means that managers effectively coordinate the influence of different cultures on organizational behavior in different cultures and communicate effectively with people from different countries and different cultural backgrounds. For foreign students who have just arrived in China, we try our best to create conditions for foreign students to exchange and study. By holding a special lecture on China culture and a lecture on the safety of foreign-related personnel, this paper introduces the basic national conditions and culture of China, relevant laws and regulations, and the safety issues that should be paid attention to when studying and living in China. Take advantage of our school's geographical location to lead students to visit museums and scenic spots, so that foreign students can learn more about local customs, culture and food life and help them adapt to the new living environment as soon as possible. In addition, special cultural performances with the theme of overseas students were held on the occasion of the school anniversary, international day and cultural festival. The students' wonderful performances and unique expressions won unanimous praise from the audience. They not only showed their unique exotic customs to China students, but also promoted exchanges and learning with China students and enhanced mutual understanding. With the continuous development of friendship activities with international students in China, the extracurricular life of international students has been enriched, the circle of study life has been expanded, the friendship between students has been enhanced, and international students have been helped to build up their self-confidence, which can also alleviate the discomfort caused by cultural shock and reduce the impact on study life.

3. Scientific teaching mode

(1) Establish a brand-new training concept.

The medical education in Indian, Pakistani and other countries follows the British medical education model, which is quite different from that in China. Training objectives of undergraduate education for international students in China;

(1) conforms to the training standards for medical undergraduates in China;

② It meets the standards that medical students in other countries can obtain a doctor's license.

These differences require us to combine our own cultural characteristics and educational advantages, integrate with international higher medical education, and further explore the training mode for international students.

(2) Teaching plan and performance evaluation

After studying the curriculum and class arrangement of Indian medical education, combined with our own teaching characteristics, we integrated the curriculum structure and assessment system, and added the core courses of basic medicine such as anatomy, physiology and pathology. In the first academic year, all students were required to learn Chinese and pass the Chinese Proficiency Test (HSK), but the political course was cancelled. In the selection of teaching materials, the original English teaching materials are introduced, and theoretical and experimental auxiliary teaching materials are compiled in combination with the advantages of various subjects to help students better master what they have learned and improve it in the teaching process, which can basically meet the learning needs of students.

The evaluation of the results is a comprehensive evaluation according to the theoretical test results and experimental results in a certain proportion. Theoretical examination mainly examines students' mastery of basic knowledge and basic principles, while experimental results are evaluated by examining students' practical operation ability and knowledge application ability, and emphasizes the proportion of attendance in the assessment, which can more objectively reflect students' actual level and make an objective evaluation of students.

(3) Reform teaching methods

International students are active in thinking, actively speaking and asking questions, and the classroom atmosphere is good. In course teaching, teachers use PBL interactive teaching method, combined with multimedia-assisted teaching methods to ask questions and discuss teaching, give full play to students' subjective initiative, and let students actively participate in the whole process of teaching activities. This can not only increase students' interest in learning and enhance their self-confidence in communication, but also help teachers to explore and adjust teaching methods in time according to students' feedback and further improve teaching effect. In order to improve communication with students, in addition to language and writing, other ways of expression, such as body language, facial expressions and other non-verbal ways, have also received good results. As linguist DavidAbercrombie said, "We speak with the vocal organs, but we speak with the whole body".

(4) Bilingual teaching

English is a common language used by foreign students. In order to improve the English level of teachers, the school has launched different types of English promotion classes and hired foreign teachers with medical education background to teach. In view of the high requirements for teachers' English listening and speaking ability in teaching, teachers' listening and speaking ability is quite different. Foreign teachers mainly focus on the training of weak links such as daily communication and standardized use of medical English, which is practical. Through learning, teachers' listening and speaking ability has been significantly improved. In addition, in the teaching and research section, foreign teachers are invited to participate in teaching discussion and observation, exchange learning in practice, and create a good atmosphere for improving English. Bilingual teaching has been carried out in our school for many years, which has played a positive role in improving the teaching level and creating a good language environment in the school. Therefore, it is an inevitable requirement to further develop bilingual teaching in the teaching of China students and gradually transition to all-English teaching, so as to improve teachers' English application ability and make teaching in line with international standards.

Different cultural backgrounds bring different ways of thinking, values and behaviors, which are the reasons for the cultural shock of foreign students. Understanding the cultural shock can not only further improve the management and teaching level, train qualified international students, but also open up a sustainable development path for international students' education.