Study On Interpersonal Communication Dilemma Of Uygur Students In Sichuan Province

Since the 1980 s, under the guidance of national policy and education policy, the Ministry of Education constantly open up the field of ethnic minorities in Xinjiang to the mainland to learn, thus ethnic minorities in Xinjiang developing society and enjoying excellent educational resources in the Mainland at the same time. With the increase in the number of students studying and living in the Mainland, interpersonal problems are the increasing, and psychological and social problems resulting from poor interpersonal relationships have been frequently reported. Some colleges and universities in Sichuan have a late start in the cultivation of minority students from Xinjiang, lack of teachers and limited management experience, leading to the ignorance of interpersonal problems in this group of students, hindering the development of minority students from Xinjiang.According to this, study selected Uighur students from six universities in Sichuan(Sichuan Normal University, Southwest University for Nationalities, Sichuan University, Southwest Jiaotong University, University of Electronic Science and Technology, Chengdu University of Technology) as research objects to study on their interpersonal problems. By taking literature research, questionnaire and interview research, we distributed 180 questionnaires and interviewed key objects, processed and analyzed data from 120 valid questionnaires, Investigated Uighur students interpersonal communication, characteristics and existed difficulties. Finally, we analyzed factors of student interpersonal difficulties deeply, combined with cultural stratification theory, interpersonal communication theory, psychology theory and sociological theory.By analysis of interpersonal subject, motivation, environment and means, it is shown as follows: situations of Uighur students in interpersonal is good overall, with serious communication barriers existing in a few students, and some differences being significant. Students with the “one-side” on the choice of communication object are focusing on the characteristics of a communication. Uygur students are “passive” to choose friends and find ways to resolve, and most communicate with each other in the external pressure. Uygur students’ interpersonal communication exist "difference" in terms of gender, for girls’ communication range is slightly larger than the boys, while girls are easier to encounter communication problemsthan boys. There exists “group nature” in Uygur students’ interpersonal communication, especially for communication with the national students. Based on interviews, it is found that interpersonal communication difficulties are shown as following: Uighur students have language barriers and lack communication skills. They are not interested in and do not want to participate in community activities and join in the community. Lack of belonging sense, they even think that others do not trust themselves. They sometimes feel lonely for lack of a deep communication and some close friends.It is found that several aspects result in Uighur students interpersonal difficulties: First,culture has an effect on individual behavior and beliefs decide interpersonal choices. Second,lack of communication arts, it is difficult for students to have their own advantages. Third, because of a hesteretic preparatory, students are lack in capacity. Fourth,family influence communication methods lead to lack of interpersonal development. Fifth,lack of national education management, teachers guide is relatively weak. Finally, based on the needs of students, we will find an idea environment for human enjoying the knowledge in common, and give advice in terms of the state, society, schools and individuals to provide the theory for minority students to be better adapt to the interpersonal communication.