A Study Of Thai Middle School Students' Chinese Learning Motivation And Chinese Cultural Identity

For the purpose of exploring the motivation of chinese learning and chinese cultural identity of middle school students in thailand,based on the previous research results,the author designed the learning motivation scale and the chinese cultural identity scale suitable for the learners.Then,taking Surasakmontree school that in Bangkok as an example,taking the students of the non-chinese major classes in the second grade and the second grade of senior high school as the research object,and carried on the questionnaire empirical analysis.By using SPSS(21.0)statistical analysis software,the statistical analysis of the statistics is carried out from three angles: individual difference and learning motivation,individual difference and Chinese cultural identity,learning motivation and Chinese cultural identity.According to the survey results :(1)The instrumental motivation of Chinese learners in this school is greater than the integration motivation.(2)The level of identity in the spiritual culture is the highest,followed by the level of behavioral culture,physical culture,and the level of institutional culture is the lowest,but because the average value of the four groups is only zero,the overall difference in the four levels is small.(3)Among the three stages of cultural identity,cognition,emotion and behavior,the degree of cultural identity in the emotional stage is the highest.(4)There is a significant positive correlation between learning motivation and Chinese cultural identity,that is,the stronger the motivation of Chinese learning,the higher the degree of Chinese cultural identity.According to the results of the study,the following suggestions are put forward :(1)to maintain a strong learning motivation and stimulate a weak learning motivation.First,choose or study Chinese teaching materials suitable for learners;second,arrange appropriate Chinese learning courses with entertainment nature;third,increase extracurricular practical activities and assign hands-on practical assignments.(2)Improving the level of Chinese cultural identity.First,teachers should teach by words and deeds,regard themselves as an important role in cultural communication;second,use media contact to convey Chinese impressions.Teachers should carry out teaching activities according to the individual characteristics of learners.