中国留学生在美国的师生互动压力：以美国某大学为例

The Academic Stressors for Interaction between Chinese International Students and Their Teachers: The Case of a Public University in the United States

本文从师生互动的维度解析了中国留学生在美国大学中的学业压力因素。四种因素构成了中国学生和美国教授互动的主要压力因素：语言功力不足、缺少对学业的自治和自主引领、言语表达的被动性、交流模式的非直接性。中国学生的压力是中美两种文化模式和教育模式碰撞合力作用的结果。这为反思中国教育的问题提供了有效切入点。本文从英语语言教育和转变人才培养观念两个方面为中国教育提出了相应的建议。并指出中国学生应进行“深层结构性社会文化转化”，充分适应美国大学的学术文化，与美国教授形成良性互动，最终减缓跨文化所带来的压力。

This article tries to analyze the academic stressors of Chinese international students in the United States from the perspective of American faculty-Chinese student interaction. Four problems were identified by our respondents as factors handicapping their effective interactions with American faculty. They were language insufficiency， lack of initiative and autonomy， verbal passiveness， and indirect mode of communication.These problems reflect the incongruities in the educational system between China and the United States. Based on the findings， the authors put forward the suggestions on English language training in China and how to train Chinese students so that they can be competitive when pursuing their studies abroad. This article also suggests that Chinese international students should adopt the strategy of ＂deep-structure socio-cultural transfer＂，by which they can develop the positive rapport with American faculties and therefore relieve their academic stress.