在西部大开发的背景下，西藏也经历着巨大的变革，经济的发展带动人口的流动和文化的交流。多民族、多文化共生共长为西藏多元文化社会的发展提供了动力。来自不同文化的价值观念、宗教信仰、习俗在这里汇集、碰撞、融合，使身处其中的人们深深感受到文化差异带来的认同困惑和适应困难。 本论文以西藏日喀则地区S中学为例，对该校的初中生在校文化适应现状展开调查，重点分析了他们在生活、学习、人际交往、情感等方面遇到的适应困难，并进一步探究了学生适应困难的影响因素。在此基础上有针对性的提出了一些可行的解决策略。 本论文共分八部分：第一部分为绪论，主要阐明选题的意义、相关文献综述、研究方法、思路和研究假设。 第二部分对西藏的历史、地理、文化现状进行了描述。 第三部分从数据和访谈两个方面对S校中学生的文化适应现状进行分析。首先通过分析相关数据初步了解文化距离、入学时间、性别、汉语水平、父亲学历与文化适应的关系。然后对学生适应比较困难、学生反映较多和笔者较关心的问题做进一步的访谈分析。 第四部分分析文化距离、刻板印象、语言、性别因素对文化适应的影响作用。 第五部分描述了与文化适应相关的辍学、反常行为、边缘化群体等问题和现象。 第六部分从学校和社会两个层面提出了提高中学生文化适应水平的相关策略。

In the context of large-scale development of the western region, Tibet has experienced tremendous changes, the economy led to the development of population mobility and cultural exchange. Multi-ethnic, multi-cultural coexistence provided the impetus for the development of a multicultural society in Tibet. Different cultural values, religious beliefs, customs influx, collide and fuse hereupon, in which all people deeply feel the identity confusion and adjustment difficulties caused by cultural differences. This thesis takes an S school in Shigatse, Tibet as an example to investigate what the current cultural acculturation of their Junior high students are like, especially in adjustment difficulties that they encountered in their lives, studying, interpersonal, emotional encounters and so forth. It further explores the influencing factors of students’ adjustment difficulties. On this basis, it proposes some targeted possible tackling solutions. This thesis consists of seven parts: Part one is introduction. It elaborates the meaning of choosing this topic, relevant literature review, research methods, ideas and hypothesis. Part two describes the Tibetan history, geography, cultural situation. Part three analyzes the current situation of students from S school about their cultural acculturation from two perspectives: data and interview. First, analyzes the relevant data it to have a preliminary understanding of the relationship between cultural distance, enrollment, gender, level of Chinese, qualifications of his (her) father and cultural acculturation. Second, further analyzes the interview that focuses on the problems of students’ adjustment difficulties and of something about students’ and the author’s concern. Part four studies the influencing effects on cultural acculturation by analyzing from cultural distance, stereotypes, languages, gender factors. Part five describes some problems and phenomena that are related with cultural acculturation, namely: school dropout, irregular behaviors, peripheral groups and so forth. Part six proposes some relevant strategies to improve the level of acculturation of junior high school students from interfaces of school and society.