An Investigation On The Cognition Of Traditional Chinese Culture Among Chinese International Education Students ——A Case Study Of The 24 Solar Terms

The 24 solar terms are one of China’s outstanding traditional cultures and was listed on the Representative List of the Intangible Cultural Heritage of Humanity in November2016.The countdown to the opening ceremony of the 2022 Winter Olympics showed the world the Chinese concept of time and the cultural concept contained in the twenty-four solar terms with a short film of the twenty-four solar terms.The twenty-four solar terms are full of new vitality and influence in the new era.The cultivation of talents in Chinese language international education is a great cause of publicizing and carrying forward the long history of the Chinese nation and interpreting and disseminating China’s excellent culture.Based on the cognition of the 24 solar terms among TCSOL major students,this paper analyzes the cognition of the 24 solar terms among TCSOL major students by means of questionnaires and interviews.The thesis is divided into six chapters.The first chapter is the introduction,the main research background,purpose,significance,concept definition,literature review and the innovation of the paper.Chapter two discusses the value of the twenty-four solar terms and the significance of International education of Chinese.The third chapter analyzes the cognitive status of respondents to the twenty-four solar terms and the cognitive differences of different population variables from the perspective of cognitive breadth,depth,attitude and behavior.The fourth chapter explores the cognitive problems of respondents.The fifth chapter discusses the influencing factors of respondents’ cognitive problems.The sixth chapter puts forward improvement countermeasures.The findings are as follows: First of all,the recognition rate of the 24 solar terms knowledge of Chinese international education students is low,and their cognition is incomplete and fragmented,which is not systematic;Students have high recognition,interest and participation attitude towards the 24 solar terms as a whole,but negative cognitive attitude towards some solar terms.Among the single solar terms,Qing Ming and Winter Solstice have the highest recognition,while other solar terms are less understood.Secondly,gender,education background,and age have no significant differences in cognition of the 24 solar terms,while growing up in different environments have significant differences in cognition of the 24 solar terms.Finally,the level of cognitive attitude does not determine the level of participation.The respondents have a strong behavioral intention for the 24 solar terms,but the participation rate is low,and the practice of solar terms is single.At present,the research of domestic scholars on the twenty-four solar terms is mostly focused on the theoretical level,and there are few cognitive investigations.This study enriches the research dimensions of the twenty-four solar terms,and at the same time opens up new ideas for the cultural teaching content of Chinese international education,and provides the direction of cultural teaching.Through the specific analysis of the twenty-four solar terms,the value and influence of the twenty-four solar terms can be better studied,and the reference for the introduction of the twenty-four solar terms into the classroom of Chinese international education can be provided.