21世纪，随着我国社会经济的加速发展，综合国力和国际地位的显著提升，中国留学生教育进入了规模高速增长的“黄金时代”,中国对外教育交流合作亦向着更高层次，更广泛领域发展。如何确保留学生教育的高质量成为我国高等教育必须面对并重视的课题。留学生教育得以顺利进行是建立在留学生能够适应其留学环境，即在异文化的社会中能够再次顺利完成“文化化”的基础之上的。长期以来，我国的留学生教育除课程设置外，缺乏其它专门的制度和措施帮助留学生完成文化适应，大部分院校对于来华留学生所面临的文化适应问题并没有引起足够的重视，留学生因文化适应问题而影响学业和生活的情况时有发生。为进一步解决留学生的文化适应问题，完善我国留学生教育制度，提高我国留学生教育水平，笔者进行了这次个案研究。笔者选取了就读于对外经济贸易大学的部分留学生作为调查对象，采用了定量研究和质的研究相结合的方法，对他们进行了访谈、实地观察（包括参与型及非参与型观察）及问卷调查。通过对全部调查结果的整理与分析，笔者发现在来华留学生的现实生活中存在着大量的文化适应途径，在本研究中总结出了约计35种来华留学生常用的文化适应途径，这些文化适应途径对于来华留学生适应中国文化有着重要意义。每一种文化适应途径都有自身的特点，每位留学生也会根据语言因素、个体因素、文化因素、社会支持等各方面的具体情况来随机选取文化适应途径。当留学生具备了使用某种文化适应途径的能力及可能性，比如语言能力、心理承受能力、自我控制能力、交友经历等等，他（她）基本上就能非刻意地运用到这种途径。所有文化适应途径在来华留学生的实际生活中都不同程度地被采用过，而且留学生往往同时采用多种途径适应文化，这些途径在留学生的文化适应过程中同时发挥作用。一般情况下，文化适应途径的运用与特定层次的文化的获得与适应是不存在对应关系的。通过一种途径留学生可能获得物质层面的文化、制度层面的文化，也可能是精神层面的文化。同一层次的文化可以用不同的文化途径来获得与适应。在某些情况下，各层次文化的适应也可以通过同一途径来完成。在各种文化适应途径的运用上，不存在绝对的先后次序。目前，在我国的来华留学生教育中对于上述文化适应途径的认识及开发仍有很大不足，而留学生对于所在院校主体所能提供或协助提供的文化适应途径存在需求，我们可以根据留学生的现实需求增设及改善部分文化适应途径，如根据实际情况设置文化类课程，培养具备课程知识及跨文化交际知识的专业教师；向留学生推荐中文大众传媒、书刊，设置新闻中转站；组织安排各种活动，丰富留学生的课外实践，或是提供、推荐课外实践场所、项目；还要为留学生创设能够找到一个“贴心”联络人的条件及环境，使留学生在基本日常生活问题上首先过关。在来华留学生文化适应研究中还有许多问题需要不断发掘与探索，文化适应途径只是笔者今后研究工作的发端，笔者将在这一问题上再做深层原因的探讨及具体措施的研发，并以此问题为基础进行相关扩展研究。

As the rapid development of China's economic and significant improvement of China's comprehensive national strength and international status, the foreign student education of China has been entering a "Golden Age" with high speed growth in scale. China's foreign education communication and cooperation have been moving toward a higher level, broader field of development. How to ensure high quality of foreign student education becomes an importance of the issue of higher education of China. A wellbeing foreign student education is built on the foreign student's perfect adaption to local environment, which means the student should be "re-cultured" in the local society. However, over the years, in addition to curriculum design, there is a short of specific system and initiatives which could help the foreign student to adapt to the local culture. And the acculturation issues faced by foreign students do not caused high degree of attention, with study and living issues caused by culture diversity happening on foreign students.The execution of this study is aim to get a profound understanding on the acculturation of foreign students in China, optimize the education system and improve the education level. The foreign students of UIBE are selected as the research object, and open interview, questionnaire as well as field observation are employed as the research methodologies, with a integration of quantitive and qualitative study approach. Through the analysis of all survey results, about 35 different acculturation approaches has been discovered, which enriches the relative research on the same subject.Each acculturation approach has its own characteristic and the approach would be selected randomly by students based on his/her language, individual situation, culture and social support. When the students are provided with the ability and possibility of employ select approach (e.g. language, psychological ability, self control ability and experience in making friends), they will use it unpurposed. All acculturation means have been used in real life of foreign students in different degrees. But students are also using a variety of ways to adapt to culture, which play a role in the process of culture adaptation.Generally, there is not any corresponding relation between the usage of acculturation approach and the requirement and adaption of certain level culture. The foreign student could obtain culture in objective level, system level and mental level via a single approach. The culture under the sale level could be gained from various ways and sometimes different levels of culture could be received from the same approach. There is not any prioritization among different acculturation approaches. At present, there is a huge gap in the knowledge of the forementioned acculturation approaches. And there is a great deal of relative demand coming from foreign students, which requests us to improve some of the approaches. For example, the pertinent culture lecture could be open, the professional teachers with certain knowledge should be fostered, the culture center with Chinese Media and publication recommendation should be set up, select after school activities and projects should be held and relative opportunities should be provided. And first of all, the everyday problems of foreign students should be solved within a environment in which they could find a nice connection. The acculturation study still requires more effort to dig out. And the acculturation approach should just be the threshold of my study. The further expansion study on deeper reasons and research on approaches would be the focus of next step.