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Positive perception正面看法


积极的机构个人因素包括：第一，机构关注学生的成长和发展，例如，它把学生的尊重和平等（斯顿等人，2008）。其次，这个机构对多元文化的包容性（托马斯，2002年）。第三，我们可以做自己，我们不需要改变自己，以配合机构的期望与我们自己的习惯（Yorke和托马斯，2003年），这是非常不同的。四，员工的态度和关系与我们的学生尽量减少我们的社会和学术之间的距离，让我们感受到了重视和足够的信心，寻求指导，当我们需要它（Soocoormanee汗，2010）。五，住宿的选择，灵活性和支持，如有必要，它可以让我们的生活安排最适合我们移动（Soocoormanee汗，2010）。The positive institutional-personal factors include first, the institution pays attention to students' growth and development, for instance, it treats students with respect and equality (Braxton et al., 2008). Second, the institution’s inclusiveness for multiple cultures (Thomas, 2002). Third, we are allowed to be ourselves, we are not required to change ourselves to match with institutional expectations which are very different with our own habits (Yorke and Thomas, 2003). Fourth, the staff’s attitudes and relationships with our students minimize the social and academic distance between us, so that we feel valued and sufficiently confident to seek guidance when we require it (Soocoormanee and Khan, 2010). Fifth, the choice, flexibility and support of accommodation, it allows us to find the living arrangements that best suit us and to move if necessary (Soocoormanee and Khan, 2010).

Negative perception

During my first two weeks study, my first negative institutional-personal factor is, when I studied in China, the course content and learning progress were delimited by institutions, and British institutions allow students to determine the combination of elective courses, learning and research directions, this kind of system which expects students to make plans by themselves makes me feel unadaptable (Ho, Holmes and Cooper, 2004).The second factor is, in Chinese class, students rarely discuss with teachers. Tutors in UK permit and even encourage students to argue with them, but I did not prepare well for it (Ho, Holmes and Cooper, 2004).The third factor is, in China, we seldom adopt group discussions in study, while in the UK, group discussions are very common. As I’m not familiar with the new learning way, my perspectives of treating problems are different from other students, I can not adapt to the classroom Education quickly (Ho, Holmes and Cooper, 2004). The fourth factor is, as a new postgraduate student, entering into a new environment, cultural differences made me feel very strange and have a lack of a sense of belonging. The fifth negative factor is, due to cultural differences and differences in habits and customs, food and eating habits, I have no friend and have a sense of loneliness.

Recommendation

The negative factors have an impact on my initial engagement with my master programme, they shock my self-confidence and reduce my enthusiasm in learning and my sense of belonging for the institution. To decrease the negative influence of cultural shock, I should improve myself from the following aspects. Firstly, I should strengthen and improve my language competence. Secondly, I will be active to adapt to English teaching methods and group discussions. Moreover, I should learn to cooperate with others, finally, I should be active and open to take part in extra-curricular activities, meeting and making friends with more students from other countries.

References

Braxton, J. M., Jones, W. A., Hirschy, A. S. and Hartley, H. V. (2008). The role of active learning in college student persistence. New Directions for Teaching and L本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。