The Research Of Cultural Identity In International Education Of Chinese

This paper is to explore the status quo of Chinese culture's recognition of international students.It uses questionnaires analysis of Dalian University of Foreign Languages' 140 international students from 13 countries including Japan,South Korea,Russia and other countries which belongs to Belt and Road.Firstly,it analyzes the influence of individual factors of international students on cultural identity.Combined with the structure-function-culture teaching method.Besides,it further analyzes the influence of the complex teaching situation,in order to provide some ideas and suggestions for a more scientific and rational cultural teaching construction.This paper starts with some combing literatures,takes the cross-cultural communication theory as the research perspective,uses the questionnaires method,and applies SPSS to analyze the statistical result data,thus summarizing the current situation of the international students' recognition of Chinese culture in its four dimensions.First,the international students of Dalian University of Foreign Languages are relatively positive about Chinese culture,and the cultural identity can be classified to the middle and high level of identity.Second,among the four selected individual factors as research variables,nationality,the level of Chinese language and the duration of Chinese learning have a significant impact on Chinese cultural identity,while gender has little effect on cultural identity.Third,international students from Russia and other countries along the Belt and Road are more international than Japanese and Korean students.Fourthly,the cultural identity dimension is the highest one when measuring Chinese cultural identity,indicating that learners are more interested in Chinese cultural customs.Finally,according to the statistical analysis results of the questionnaires survey,some suggestions are put forward for improving cultural identity.