农业院校研究生跨文化交际能力：现状、困境与培养路径——以中国农业科学院研究生院为例

Intercultural Communicative Competence of Graduate Students in Agricultural Universities: Current Situation, Challenges, and Cultivation Pathways—A Case Study of Graduate School of Chinese Academy of Agricultural Sciences

关键词:  跨文化交际能力  研究生教育  农业院校  中外学生融合

Key words:  intercultural communicative competence  graduate education  agricultural universities  integration of Chinese and international students

摘要:

摘 要：【目的】在经济全球化和农业科技国际合作持续深化的背景下，高等农业教育面临培养具有国际视野与跨文化交际能力的高层次人才的迫切需求。为落实新时代研究生教育国际化与农业科技自立自强战略，本研究旨在系统调查农业院校研究生跨文化交际能力的现状、挑战与学习需求，并通过教学试点探索有效的培养路径，为构建适应农业科技国际合作需求的国际化人才培养模式提供实证依据。【方法】以中国农业科学院研究生院一年级硕士研究生为研究对象，采用问卷调查方法，共回收有效问卷552份。调查内容涵盖学生的跨文化交流经历、能力认知、学习需求、教学活动偏好等方面。在此基础上，开展教学试点，运用任务型教学法、项目式学习及跨文化体验活动，验证相关教学干预的有效性。【结果】调查发现：（1）学生跨文化交流经历普遍不足，62.14%的学生几乎没有跨文化合作与交流经历；（2）跨文化交际的核心挑战集中于语言障碍（88.41%）和专业术语掌握不足（80.25%）；（3）学生对农业场景下的学术英语能力需求迫切，其中撰写英文学术论文（71.38%）和国际学术汇报（60.87%）需求最高；（4）教学偏好呈现差异化，高期望学习者更青睐中外学生小组合作模式；（5）学业压力（59.78%）是学生参与国际交流的首要限制因素。教学试点表明，任务型教学法、项目式学习及跨文化体验活动能够有效提升学生的跨文化交际能力与学术英语应用水平。【结论】农业院校研究生存在“低实践经历—高学术需求”的独特矛盾，即跨文化交流实践严重不足，但对学术场景下的英语应用能力需求强烈。基于此，本研究构建了“课程—活动—机制”三位一体融合培养框架，并通过教学试点验证了其有效性。该框架整合任务型教学、项目式学习与跨文化体验活动，有助于突破语言障碍与术语瓶颈，缓解学业压力带来的限制。研究填补了农业院校研究生跨文化交际能力培养领域的实证不足，为农业院校研究生国际化人才培养及中外学生融合教育提供实践参考。

Abstract:

Abstract：[Purpose] Against the backdrop of economic globalization and the deepening international cooperation in agricultural science and technology, higher agricultural education is facing an urgent need to cultivate high-level talents with international vision and intercultural communication competence. To implement the strategies of internationalization of graduate education and self-reliance in agricultural science and technology in the new era, this study aims to systematically investigate the current status, challenges, and learning needs of intercultural communication competence among graduate students in agricultural universities. Furthermore, it seeks to explore effective training pathways through teaching pilots, thereby providing empirical evidence for constructing an international talent training model that meets the needs of international cooperation in agricultural science and technology. [Method] The study targeted at first-year master students at Graduate School of Chinese Academy of Agricultural Sciences. A questionnaire survey was conducted, collecting 552 valid responses. The survey covered students' intercultural communication experiences, self-perceived competence, learning needs, and preferences for teaching activities. Based on the survey, teaching pilots were implemented using task-based language teaching, project-based learning, and intercultural experiential activities to verify the effectiveness of the relevant pedagogical interventions. [Result] The survey revealed that: (1) Students generally lacked intercultural communication experience, with 62.14% having little to no experience in intercultural cooperation and communication. (2) The core challenges in intercultural communication were language barriers (88.41%) and insufficient mastery of professional terminology (80.25%). (3) Students had a strong demand for academic English skills in agricultural contexts, particularly for writing English research papers (71.38%) and delivering international academic presentations (60.87%). (4) Teaching preferences vary, with high-expectation learners favoring collaborative group work between Chinese and international students. (5) Academic pressure (59.78%) was the primary limiting factor for students' participation in international exchanges. The teaching pilots demonstrated that task-based language teaching, project-based learning, and intercultural experiential activities effectively enhanced students' intercultural communication competence and applied academic English proficiency. [Conclusion] Graduate students in agricultural universities exhibit a unique contradiction of "low practice experience versus high academic demand," i.e., a severe lack of intercultural communication practice alongside a strong demand for academic English application skills. Based on these findings, this study constructed a "curriculum–activity–mechanism" trinity integrated training framework and validated its effectiveness through teaching pilots. This framework integrates task-based teaching, project-based learning, and intercultural experiential activities, helping to overcome language and terminology barriers and alleviating constraints imposed by academic pressure. This research fills the empirical gap in the cultivation of intercultural communication competence among graduate students in agricultural universities and provides practical references for the internationalization of talent cultivation and integrated education of Chinese and international students in agricultural universities.