A Study On The Interactive Integration Of International Students In Mixed Classrooms Under Cross-cultural Background

As higher education in China is entering a more international era with unprecedented levels of student diversity,the integration of international students in China has become a particular concern for scholars.Scholars are divided on how international students "should" be integrated in mixed classrooms,but the word "should" tends to obscure the real voices of international students as different individuals and conceals the real integration of international students in mixed classrooms.Research has shown that meaningful interactions between students from different cultural backgrounds in mixed classrooms are limited,especially when it comes to cross-cultural interactions with local students.Therefore,from the perspective of focusing on the quality of interaction of individual international students in mixed classrooms,researchers should provide the possibility for international students to form healthy and dynamic intercultural individuals in mixed classrooms,helping international students to open up new perspectives in their interactions,thus bringing about quality learning experiences and enhancing their sense of global connectedness.Based on this,the study takes a cross-cultural context and examines the current situation,characteristics,types of interactions of international students coming to China and their influencing factors comprehensively from the micro perspective of the mixed classroom.Within the analytical framework of interactive integration of international students in China,the study delved into the daily practice of mixed classrooms through staged observations and follow-up interviews to understand their cross-cultural learning and living situations,described their interactive verbal behaviors and goal orientations,and uncover their psychological changes and integration problems.From different fields such as learning,communication and self-identification,this paper reproduces the interactive state of overseas students in mixed classes,analyzes the interactive complexity caused by their personal motivation to study in China,engagement of learning,cross-cultural friendship,teachers’ teaching,personality characteristics and so on,and reveals the mechanism of interaction integration in their crosscultural growth process and study abroad career.Through the specific analysis of multiple cases,the study found that: international students from different backgrounds show large differences in interactive integration,the same international student shows large differences in different interactive stages,intercultural maladjustment mainly occurs in the initial stage of interactive integration,and the interactive performance of international students in mixed classrooms is dynamic and changing.On the basis of these interaction characteristics,it is found that the interaction integration of international students in mixed classrooms is influenced by multiple factors related to the intercultural environment and intercultural personal characteristics,and they present different interaction states at different interaction stages and gradually form their unique interaction roles in mixed classrooms.These interactive roles can be divided into three types: "marginal observer","peripheral participant" and "multidimensional interactor" after being discovered and constructed.In order to promote the interactive integration of international students in mixed classrooms and optimize their intercultural learning experience,so as to improve the cultivation model of international students in Chinese higher education institutions.This study proposes facilitation strategies and recommendations from five levels: curriculum design,teacherstudent interaction,student-student interaction,individual international students and university services.The concrete performance is as follows: firstly,improve the interculturality of the curriculum while setting a reasonable level of content challenge;secondly,enhance the effectiveness of classroom interaction by expanding the channels of teacher-student interaction and strengthening the intercultural training of lecturers;thirdly,help students break down barriers to cross-cultural interaction,promote their collective identity and communication with each other through cooperative learning;fourth,international students should actively use their subjective initiative to prepare for studying in China and improve their self-adjustment ability at the same time;fifth,the management organizations of international students in universities should provide comprehensive support and services for the interaction of international students in mixed classes.