「末代陸生」在臺的跨文化適應：六位臺灣北部陸籍大學生的個案研究

Abstract

臺灣自2008以來便著手規劃陸生赴臺就讀大專院校措施，在經歷了準備期、發展期與衰退期後，2020年中國大陸單方面決定暫停大陸各地各學歷層級畢業生赴臺升讀工作，這也標誌著陸生招生在近第十個年頭被畫上了「休止符」，2019級入學陸生成為在臺灣的「末代陸生」。「末代陸生」群體在此期間真切地感受到政治政策的變化以及同伴減少的過程，其中因臺灣政策等所產生的價值觀和文化差異、教育體系差異、社交、學習與生活的跨文化適應問題也值得我們去探討。因此，本研究主要提出以下四個問題：影響「末代陸生」在臺跨文化適應因素為何？臺灣陸生相關政策如何影響「末代陸生」跨文化適應過程？「末代陸生」如何因應跨文化衝擊及其適應形態為何？以及「末代陸生」如何因應跨文化衝擊？本研究採質性研究中深度訪談法的半結構式訪談作為主要研究方法，以六位在臺灣北部就學的「末代陸生」作為個案研究，並結合John Berry的「跨文化適應模型」為理論基礎，主要從生活、學業及政策面考察其跨文化適應性。研究發現，「末代陸生」主要受到因價值觀差異所帶來的跨文化衝擊，其集中表現在人際關係中；在政策方面上，「三限六不」等也對他們的跨文化適應產生了消極的影響。此外，本研究還額外發現，學校的背景也會對「末代陸生」的跨文化適應產生影響，來自公立學校的「末代陸生」會面臨更多額外的挑戰。總體而言，「末代陸生」的跨文化適應形態主要呈流動式，他們因臺灣陸生政策的變化經歷分離、融合以及再次分離的形態，並在經歷跨文化衝擊的過程中能對兩岸政治認同差異能夠以更加客觀、理性的立場進行思考。

Since 2008, Taiwan has actively developed measures to support mainland Chinese students' academic endeavors in its higher education institutions. This effort, evolving through preparation, development, and decline phases, reached a turning point in 2020 when mainland China unilaterally halted its graduates' academic pursuits in Taiwan, marking the 2019 enrollment cohort as the "Last Generation of Mainland Students." This study examines the cross-cultural adaptation challenges faced by this group amid changing political dynamics and decreasing peer support. It explores the impact of value and cultural differences, educational system disparities, and Taiwan's policy adjustments on their adaptation processes. Using qualitative research methods, specifically semi-structured in-depth interviews, the study focuses on six "Last Generation Mainland Students" from northern Taiwan. Grounded in John Berry's "Cross-Cultural Adaptation Model," it investigates adaptation across academic, personal, and policy dimensions. Findings highlight significant cross-cultural hurdles, especially in interpersonal relationships, exacerbated by the "Three Restrictions andSix No’s" policy framework. Moreover, institutional type (public versus private) emerges as a significant factor influencing adaptation, with students from public institutions facing greater challenges. The study concludes that these students' adaptation journey is dynamic, marked by phases of separation, integration, and re-separation, shaped by evolving cross-strait relations. This journey has not only transformed their cross-cultural perspectives but also provided an opportunity to reevaluate political identities, advocating for policy reevaluation to promote more inclusive educational exchanges.