Research On The Professional Identity Of Undergraduates In The Major Of Teaching Chinese To Speakers Of Other Languages From The Perspective Of Student Engagement

The undergraduate is the basic link of training such talents.The professional identity levels of students of this major not only involve their future career choices but also affect the development of the major and international Chinese education.Therefore,it is imperative to focus on the development of the professional identity of students so as to achieve the current construction of this maj or.In order to understand the overall situation of professional identity of students of this major and explore the factors affecting the construction and development of professional identity,based on identity theory and student engagement theory,this research takes student engagement as the entry point to study the factors affecting the construction and development of professional identity by clarifying the connotation of relevant concepts and referring to the participation identity model.The study comes up with the hypothesis that there is a positive correlation between student engagement factors and the professional identity of students of Teaching Chinese to Speakers of Other Languages major with the student learning outcomes as the intermediary.Based on this hypothesis,the author compiled the Questionnaire on Student Engagement and Professional Identity of Students of Teaching Chinese to Speakers of Other Languages Major and investigated 368 undergraduates in six universities in different regions.The relevant findings are as follows:(1)students majoring in Teaching Chinese to Speakers of Other Languages generally had a medium level of professional identity,student engagement,and student learning outcomes.There were some problems in professional identities,such as insufficient cognition,weak emotional identity,insufficient learning initiative,and so on;(2)No significant discrepancy exist in the level of professional identity among students majoring in Teaching Chinese to Speakers of Other Languages of different genders and admission types,while there were significant differences in the overall level or sub-dimensions of professional identity among students of different university types,grades,sources of school enrolment,professional achievements and personality;(3)Correlation analysis shows that significant positive correlation exists among students’ learning engagement,learning gain,and professional identity in this major.Regression analysis showed that among student engagement factors,academic challenge,active and collaborative learning,enriched education experience,and supportive campus environment had a positive and significant impact on students’ professional identity,while student-faculty interaction factors exerted no significant effect on students’ professional identity.The mediating effect test showed that student learning outcomes had a complete mediating effect while an academic challenge,active and collaborative learning,and enriched education experience affected students’ professional identity;when a supportive campus environment affected students’ professional identity,student learning outcomes played a partial intermediary role.According to the above empirical conclusions and the analysis results of the current situation of student engagement factors of students of this major,this paper puts forward targeted suggestions to improve the professional identity of students majoring in Teaching Chinese to Speakers of Other Languages from the perspective of student engagement:(1)Improve the professional curriculum system and reasonably set up specialized courses;(2)Build a learning community to stimulate students’ learning motivation;(3)Actively carry out extracurricular practical activities to improve students’ enthusiasm for participation;(4)Further optimize the supportive campus environment of universities for the development of professional identity.