三「國」演義：來臺陸生的多元「中國」身份

Abstract

臺灣開放陸生來臺就學已有兩年，對陸生的研究多集中在政策制定以及教育落實的評鑒上，而鮮有關注來臺陸生的適應問題。本研究將立基於兩岸特殊的歷史時空，通過對具有跨境經歷的陸生進行研究，探討陸生在調適自我與臺灣社會的關係中是如何被兩岸的社會文化脈絡影響，如何在我群與他群的關係指認和關係考量上作調適。研究包括三個部份，研究一使用「中國人」內團體認定量表，在臺灣學生、陸生和中國學生中進行施測，發現陸生在「中國人」內團體認定上與未跨境來臺的中國學生有顯著的降低；研究二使用參與式訪談與文本分析的方法，對10本陸生書寫的著作以及7位受訪者的訪談資料進行分析，發現陸生在融入臺灣社會過程中遭遇「異國」與「他鄉」兩種不同類型的情感矛盾；研究三採用情境擬實驗設計，分別在「政治中國」、「經濟中國」和「文化中國」三個脈絡下觀察陸生、中國學生、臺灣學生在兩岸事件上的關係考量，發現陸生在政治與經濟脈絡下的利益性考量成份均有上升，而情感性考量則有減弱的趨勢，在文化脈絡下情感性考量雖有減弱但利益性考量並沒有顯著差異。三部份的研究結果表明，陸生在融入臺灣社會的過程中，偏愛以「鄉」的情感理解臺灣，而非以「國」的差別詮釋臺灣。

Mainland China students have been allowed to study in Taiwan since 2011. Most research in the past had only focused on the implementation of the Taiwan education policy and evaluation, while little attention was given to how these students adapt to the difference between Taiwan and Mainland. Considering the special history between Taiwan-Mainland from 1949, this study examines how migratory experience impacts the configuration and transformation of national identities. In particular, we explore how these students negotiate their ambiguous subject positions in discourses that are interwoven between ROC and PRC, Taiwan as imagined and reality, homeland and foreign country. There are three parts in our study: the first study uses the Chinese In-Group Trend Scale to survey students in Taiwan, Mainland Chinese students who came to Taiwan for higher education, and Chinese students. It was found that Mainland Chinese students have significantly reduced Chinese in-group trend compared with Chinese students who had no migratory experience. Based on the in–depth interview with Mainland Chinese and textual analysis of books written by these students, study two found that the students who are in the process of integration into Taiwan society had encountered two different types of emotional conflicts between “Chinese overseas” and “Oversea Chinese”. Using an experiment designed with three scenario contexts, “political China”, “economic China”, and “cultural China” contexts, study three found that Mainland Chinese students preferred using the instrumental strategy in equity rule on political and economic contexts, while they are more prone to use expressive strategy in need rule on cultural context. These results showed that although there are different identities (Chinese/Oversea Chinese/ Chinese overseas) in different perspectives, Mainland Chinese students prefer to be oversea Chinese regarding Taiwan as member of Chinese, rather than Chinese overseas.