Research On The Academic Achievement Of African Students In China From The Perspective Of Educational Anthropology

China has become more and more popular with African students,and the number of international students in China has increased sharply.It has put forward higher requirements for the quality of the education it receives in China.It is necessary to promote the transformation of the educational concept from "increasing the number of people" to "improving quality".As a key factor affecting the quality of their education in China,the academic achievement of African students in China needs to be given sufficient attention.The academic achievement of African international students in China shows similarities to the general issues of academic achievement,that is,four factors: adaptation to the learning environment,learning motivation,learning strategies,and self-efficacy will all affect the academic performance of African students in China.From the perspective of educational anthropology,it is more important to further return to students’ study and life on the basis of factor analysis,analyze attitudes and behavioral responses closely related to academic achievement,and grasp the deeper cultural background and Individual value appeals,so as to truly improve the academic achievement of African international students in China,reduce the difference in academic achievement,and improve the quality of teaching.This article draws on existing research and cultural model theory to systematically think and interpret the academic achievement of African students in China from the perspective of educational anthropology,and analyzes the attitudes,behavior patterns and values behind the differences in academic achievements of African students in China.The study found that in the field of Chinese universities,the academic achievement of the African international student group in China presents a significant difference in the reference frame,educational utilitarian value beliefs,educational relationship interpretation,and educational symbolic trust.Africans with better academic achievements come to China International students and African students coming to China with low academic achievement imply different values,and accordingly they also show different attitudes and behavior patterns.However,with the in-depth advancement of research,defects in the interpretation of the cultural model theory on the academic achievements of African students in China have also been discovered.In response to the new problem,it gave more consideration to the dynamic transformation and development of the academic achievement of African international students in China from the perspective of the intergrowth of the value space,thus proposing the theory of the intergrowth mode of the value space.On the basis of the above analysis and discussion,the meaning of "problem" and "education strategy" are combined to explore the three aspects of dynamic evaluation mechanism,trust relationship,and value space mutual teaching of the academic achievements of African students in China.