On the Process of Cultural Awareness's Development

科學(xué)時(shí)代a P的。必須時(shí)刻心系學(xué)生，用心去揣摩工作,不斷的向別人請 生的大學(xué)生活方式，顛覆學(xué)生的固有思維，以各個(gè)階段的目教好的工.作做法與經(jīng)驗，不斷的去探求工作的新思路和新標作 為前進(jìn)的內動(dòng)力，不斷的進(jìn)行大學(xué)及人生的規劃，完成方法的，以此來(lái)提高T.作的效率和質(zhì)量，提高服務(wù)者的“服一個(gè)又一個(gè)目標，順利成長(cháng)成才。只有學(xué)生明確了自己的目務(wù)質(zhì)量"標，才會(huì )為之去努力，不浪費學(xué)校的教學(xué)資源，逐漸使得學(xué)二工作方法-把常規工作做到極致生群體中形成良好的班風(fēng)、學(xué)風(fēng)。學(xué)校領(lǐng)導在工作會(huì )議上提出“要將常規工作做到極2.建立學(xué)工人員與任課教師之間良好的溝通機制，及時(shí)致"， 聽(tīng)到這句話(huà)的時(shí)候，真的有點(diǎn)震驚，居然要把常規的掌握學(xué)生的學(xué)習狀態(tài)工作做到極致，對照自己目前的工作，很多地方都存在漏任課教師不僅是學(xué)生們的傳道授業(yè)之師，更能從學(xué)生洞，更別談極致了。然而認真的反思后，你會(huì )發(fā)現把常規的的聽(tīng)課狀態(tài)、課堂表現、課后作業(yè)、考試成績(jì)等方面全面的工作做到極致其實(shí)正是一個(gè)思想政治輔導員的最本質(zhì)工作，了解學(xué)生的學(xué)習狀態(tài)，這些是學(xué)工人員所不能比擬的，因此沒(méi)做到位就是失職，常規的工作是我們賴(lài)以生存的根本，對必須 長(cháng)效的與每-位任課教師建立良好的溝通機制，只有于學(xué)生工作來(lái)講，有的時(shí)候根本沒(méi)有捷徑，只能一一步一步的這樣，所做的學(xué)生工作才更有針對性與側重點(diǎn)。首先通過(guò)多走，不能落下一個(gè)臺階，否則所有的工作都等于“零”，比種渠道聽(tīng)取任課教師的意見(jiàn)，針對所出現的問(wèn)題及時(shí)處理、如在學(xué)生各種情況的統計、學(xué)籍處理、學(xué)生的安全工作，任及時(shí)反饋。其次每學(xué)期應聯(lián)系任課教師對于所帶年紀學(xué)生何一項工作的疏漏和大意，不僅是把自己送到窮途末路上進(jìn)行各種科 目的測試，時(shí)刻提醒學(xué)生學(xué)習的重要性，并針對去，更是對學(xué)生、家長(cháng)和學(xué)校的不負責任。成績(jì)較差的學(xué)生，與任課教師一起研究對策因地制宜的制學(xué)生工作其實(shí)并不在于多么宏大、多么壯麗、而在于以定培養方 案。再次定期開(kāi)開(kāi)任課教師與學(xué)工人員的經(jīng)驗交小見(jiàn)大，從點(diǎn)滴積累中堆出卓越，要有肯吃苦的精神，要有流會(huì )， 對學(xué)生中集中出現的問(wèn)題、教學(xué)中需要改進(jìn)環(huán)節、當較真的精神，要有負責的態(tài)度，踏實(shí)的心態(tài)。在于從思想根前學(xué)生整體的狀態(tài)交換意見(jiàn)，以給學(xué)生提供最優(yōu)質(zhì)的培養本認識到學(xué)生工作的本質(zhì)，時(shí)刻心系作為一一個(gè)服務(wù)者的服體系 。務(wù)對象和服務(wù)的宗旨，做好學(xué)生工作就要全身心的投入到3.以就業(yè)工作為牽引，大力開(kāi)展大學(xué)生職業(yè)生涯規劃工作當中，明確自己的職責，分清工作的主次，消除- -切安目前畢業(yè)生人數正逐年遞增，如何解決大學(xué)生就業(yè)這全隱患與不穩定因素，把工作做到極致。- -高?！俺隹凇皢?wèn)題，是高校工.作者都應為之努力的方向，三、幫助大學(xué)生上好每一堂課作為學(xué)生工作人員，應大力開(kāi)展大學(xué)生的職業(yè)生涯規劃，將1.深人開(kāi)展大學(xué)生思想政治工作，幫助學(xué)生樹(shù)立正確的就業(yè) 工作盡早的對學(xué)生進(jìn)行滲透，讓學(xué)生不僅對于就業(yè)進(jìn)學(xué)風(fēng)導向.行規劃，更對于整個(gè)人生進(jìn)行規劃，不斷的向著(zhù)自己的夢(mèng)想大學(xué)，無(wú)疑是每一個(gè)莘莘學(xué)子夢(mèng)想的彼岸,然而進(jìn)入大發(fā)起沖擊。 只有學(xué)生明確了職業(yè)的方向，才會(huì )留意課堂上:的學(xué)應該如何發(fā)展、如何規劃、如何再去繼續學(xué)習好像在高中點(diǎn)滴， 才會(huì )用心去聆聽(tīng)老師的牧誨,以此建立-一個(gè)良性的循以前從未有人提起，這便導致大多數學(xué)生在步人大學(xué)后,缺不。乏日標，沒(méi)有明確的方向，甚至不知所措，空閑的時(shí)間一多，更不知道應該如何度過(guò)這人生的美妙時(shí)光，久而久之形成(1] 《識讀大學(xué)一- 個(gè)老輔導員的心聲》 人民出版2006懶散的生活習慣。對此作為學(xué)工人員應從其根本引導學(xué)生，年出版 作者:曲建武幫助學(xué)生確立明確的人生目標，使學(xué)生逐漸完成從沒(méi)有目2]《大學(xué)生人學(xué)教育》廣西人民出版社2007年出版作標、完成班級寢室的目標、初步建立自己的月標、完成自身腎:凌雪峰的發(fā)展規劃及職業(yè)生涯規劃，四個(gè)階段。以此來(lái)徹底改變學(xué)On the Process of Cultural Awareness'sDevelopment張艷娟鄧凡丁1解放軍炮兵學(xué)院[Abstract] With the development of international globalization, the international comunications have increased, thichneeds us to develop the cultural awareness. Cultural awareness has gone through several stages and in this paper the focuswill be on the process of its deve lopment.[Key words] culture awarenesslanguagebusiness communicationcreated by culture and which in turn have implications for the business, tion to the environment, and harmony with the environment. The firstin varying degree of significance. Take worldview for example, it can philosophy, which explains most! of the Westem cin,n emphasiesinluence all apects of one's perception and consequently afects one's the power of human being over nature. The second philosoplay, subjuga-belief and value systems as well as how one thinks. Even a manner in tion to the envirorment. rerards human beings as less powerful thanwhich a culture conducts business can be rleced in its worldview. Thenatue.1th中國煤化工eingsin the lognlink between worddview and lchnoloy can be seen in business. There depends ovirnment.are three fundamentally dfferent philosophies of humans' relaionshipsCultY片C N M H leteirpereption,with their physical environment on the basis of which all cultures can be and their abilty to communicate and understand. In business科學(xué)時(shí)代.2010年第01期1321 問(wèn)題探討WEN 11 TANTAOorganizations, culture comes into play at the point of interaction anong At this stage of cultural awareness, the person knows a few basic facts.members and between members and organizations. The atitudes and These facts stand out and often serve as the basis of stereotypes. Stereo-values that managers and other employees hold will determine their types are ofensive because they imply that all people from a certainttitudes to power and authoriy, the ability to cope with uncertainty andculture have the same characerstics. At this stage of culural awarenese,ambiguity, atitudes to participation in cllctive activities and soon. All when stereotypes are keenly felt, the personis highly ethnocentic (focusingof these mean that understanding cultural dfferences and developing on his or her own culture 8s the nom of what is "ight "and comparinglonhurehacthecultural awareness in alll aspects of business are very inportant to the the new culture with the'operation of intemational business, even become the basis of success inStage Three: Growing understanding and possible conflictany business.In this stage the learner begins to be aware of more suble, some-Definition ofCulturetimes less visible traits in the foreign culture. For example, a studentCulture is a concept that flls our thinking, books, magazines, leams that a given culture focuses on the family far more than on gttingperiodicals, and newspapers. It is said that there have been at least over things accomplished. He or she begins to appreciate the huge impor-150 definitions of culture,t none of them seems to be able to tll us tance of family value in this culure. This understanding helpseverything about the culure. Generally speaking, culure is a learmed, to see why things operate the way they do, but such an awareness doesshared, comelling iterelated set of symbols whose meaning provides not always bring aceptance. In this stage the person is sill ehocntic,a set of orientations for members of a society. It covers the ways of comparing the culture that is "new" to his or her "old" home culure -thinking of the members of a society, as well as their knowledege, beliefs, and usually felig that his or her own culture is much btterand values. It also includes a society's legal and social institutions, andStage Four: True empathy and cultural respectits art, music, and other forms of aesthetic expression. Finst, culure isThis level is the height of cultural awarenes. To atain this stage,shared. The focus is on those things that members of a particular group the learner must actually live in the foreign culture for some time. Theshare rather than on individual dfferences; therefore, it is possible to amount of time the leamer must live in the culure to reach this stage isstudy and identify group pttems. Second, culure is compelling, Behav- variable, depending on each individual. At the fth stage, the learmerior is determined by culture but individuals are not aware of the inlu- does not just see things itlluallyly from the viewpoint of the cultureence of their culture; understanding culture is important in order to some or most of the time. Instead he or she actually feels part of theunderstand individual's behavior. Third, culture is iterrelated. Althoughculture, respects the culture fully, and empathizes emotionally withvarious aspects of culture can be examined in isolation, they should be those who have lived all their lives in that culture.understod in the context of the whole; a cuture needs to be studied 8 aConclusioncomplete entity.Just what is said above, cultural awareness's development is aFour stages of cultural awarenessprocess. From stage of no understanding to the stage of true empathy andThe definition of culure guggests that one can leam other cultures cultural reepecl, the leamner must experience these five stages to achieveand that culture can detemine people's behavior. Under the circum- true understanding and acceptance. Then we can communicate withstances ofintermational globalization, intercultural communication be- others better in the international communications.comes more and more frequent. Only by developing the cultural aware-Bibliographyness can we communicate with other people. As Samovar said, "cultural[1]Samovar, L porter, R.E, & Steani. LA Communication be-awareness refers to an undenstanding of one's own and other' culure tween Cultures(3rd ed) Beijing: Foreign Language Teaching and Re-that infuence people's thought and behavior." (Porter, R and Larry search Press, & Brooks/Cole/Thomson Leaming Asia. 2000Sarnovar, 1985:47) Just like lerming a language, developing culural [2] 莊恩平.跨文化商務(wù)溝通案例教程[M].上海:上海外awareness 0ccur step by step.語(yǔ)教育出版社, 200Stage One: No understanding[3]王正元國際商務(wù)文化[M].沈陽(yáng):遼寧教育出版社，This stage involves no awareness of the new culture. The culture 2001might as well be on an unknown planet in outer space. The person does作者簡(jiǎn)介:not know anyone from the culture.張艷娟，女，合肥炮兵學(xué)院助教，研究方向:英美文化ialunderSupericial鄧凡丁，男,合肥炮兵學(xué)院講師，研究方向:英美文學(xué)In this stage, people understand the foreign culure superfially.大學(xué)生心理求助行為決策及其對教育的啟示曲福華/ 1、山東師范大學(xué)2、濱州學(xué)院[攮 要]當前，大學(xué)生心理健康問(wèn)題是社會(huì )關(guān)注的焦點(diǎn)之一，如何幫助大學(xué)生應對心理危機，有效解決心理問(wèn)題，提高心理健康水平是當前高校教育工作者和心理健康工作者面臨的一個(gè)急迫課題。雨心理求助是一個(gè)內部決策的過(guò)程，是大學(xué)生積極、主動(dòng)應對心理困擾解決心理危機的最佳途徑。本文借鑒江光榮等有關(guān)心理求助階段一決策模型理論，通過(guò)分析每個(gè)階段影響個(gè)體心理求助行為決策的主要因素，為高校的思想政治理論工作和心理健康教育工作提出一些意見(jiàn)和[關(guān)鍵詞]大學(xué)生心理健康心理求助行為決策中國煤化工1前育著(zhù)社會(huì )YHCN MH Gu重化和上升的趨大學(xué)生的心理健康問(wèn)題一直是社會(huì )關(guān)注的焦點(diǎn),而且隨勢。 特別是馬加爵殺人事件和劉海洋傷熊事件發(fā)生后，大學(xué)133科學(xué)時(shí)代 ●2010年第01期