近年来，中国中等教育国际化水平经过了飞跃式发展，中等教育阶段的中外合作办学项目显著增多。在此过程中，公立高中国际部的发展值得注意。此项目的目的在于，一方面为学生提供中国的传统教育，另一方面也为学生出国留学做准备。但公立高中国际部在课程设置上主要采取与国外重点高中合作办学的模式，课程体系以中国教育为主，西方教育为辅。这种中外结合的教育理念与教学方式使很多学生在学习过程中面临两种教育融合的适应问题,这也在一定程度上造成公立高中国际部学生学习成绩的参差不齐。因此，有必要对国际部的教学、管理等进行研究，深入剖析公立高中国际部学生所面临的学习适应问题。 本研究采用舒曼的“跨文化调试理论”，在此基础上进行实证研究来分析国际部学生的学习适应问题、问题的成因并提出相应对策。笔者选取北京某所公立高中国际部为案例，对该校教师和管理人员进行了访谈，尝试理解国际部的教育实践者如何看待国际部学生的学习适应问题。同时采用参与式观察法，进一步检验教师和管理人员所提供资料的真实性。在对质性研究数据进行整理和分析的基础上，研究采用了量化研究的方法，对北京市两所公立高中国际部进行了问卷调查。 本研究的综合实证研究结果发现，北京市公立高中国际部学生的总体学习适应情况较好，但在教学方面和学生管理方面存在适应问题，其成因是多方面的，涉及教学中的文化冲击、动机冲突、语言冲击以及学生同质化、外方教师话语权等。基于此，公立高中国际部应从教学和学生管理两方面采取针对性策略，促进学生的学习适应。

In recent years, the internationalization of Chinese secondary education has undergone rapid development, particularly in the significant increase of Sino-foreign cooperative programs in Chinese secondary schools. In this process of internationalization, the development of the international departments of public high schools deserves attention. The aim of this project is to provide students with traditional Chinese education as well as prepare them for studying abroad. However, while the international departments of public high schools implement cooperation with foreign key high schools, the curriculum system is mainly Chinese education with Western education serving in a supplementary role. This combination of Chinese and foreign education ideas and teaching methods causes many students to face difficulties of adaptation during the process of learning, which also to a certain extent has led to uneven academic performance. Therefore, it is necessary to study the teaching and management of international departments, and to deeply analyze the learning adaptation problems faced by international students in public high schools. Based on Schumann's “theory of cross-cultural adjustment,” this research uses an empirical study to analyze the learning adaptation problems of international students, discuss the causes of these problems and suggest corresponding solutions. The researcher chose the international department of a public high school in Beijing as a case study and interviewed the teachers and administrators of the school in order to understand how the international department's education practitioners view the learning adaptation of international department students. At the same time, participatory observation method was used to further test the authenticity of the information provided by teachers and administrators. Based on the analysis and collation of the data of the qualitative case study, a quantitative research method was used to investigate the international departments of two public high schools in Beijing. The results of this comprehensive empirical study show that Beijing public high school international students overall achieve a positive level of learning adaptation, but adaptation difficulties exist in teaching and student management. The causes of these adaptation difficulties are varied, involving the culture shock of cross-cultural pedagogy, conflicts of motivation, language shock, student homogenization as well as foreign teachers’ limited influence in student management. Based on this, the international department of public high schools should adopt targeted strategies pertaining to teaching and student management to promote students' learning adaptation.