An Reasearch On International Chinese Students’Affective Quality Towards China

In 2010,the Ministry of Education of the People’s Republic of China set up the Study Abroad in China Program,with the development goal that by 2020,China will become the largest destination country in Asia and train a large number of highly qualified graduates who know and are friendly with China to study in China.So,there is not much research on whether the Study in China Program has achieved its stated goal and what is the current status of the emotional quality of international learners of Chinese towards China.This paper adopts a combination of quantitative and qualitative methods to understand the overall situation and individual differences in the emotional quality of international learners of Chinese towards China,explore the factors affecting the emotional quality of international learners of Chinese towards China in four dimensions:personal,family,school and society,and put forward targeted suggestions based on the research results.Based on previous research,this paper defines the concepts of "affective quality" and"international Chinese learners’ affective quality towards China" and raises the following questions:1.What is the current emotional level of international Chinese learners?2.Are there any differences between the dimensions of international Chinese learners’ affective quality towards China?3.Are there any individual differences among international Chinese learners?4.What are the factors that affect the emotional quality of international Chinese learners towards China?5.How many types are there in the affective quality of international Chinese learners?What are the characteristics of each type?6.What measures should be taken by the state,schools and Chinese language teachers to improve the emotional quality of international Chinese learners towards China?This paper refers to the three-dimensional theoretical framework of Zhu Xiaoman’s emotional education,the "Chinese University Student Emotional Quality Questions","Chinese University Student Emotional Quality Questions","Youth Emotional Smart Meeting",Wei Yanjun’s "Chinese learner’s cross-cultural values recognition sub-questionnaire" and Bloom emotional goals.The "questionnaire of the current status quo of the emotional quality of China",including the four dimensions of the pro-Chinese consciousness,cross-cultural values,rational emotions,and aesthetic emotions.Factors questionnaire.We surveyed 104 international Chinese learners through the questionnaire,and selected 11 representative Chinese learners who participated in the questionnaire for in-depth interviews.We conducted statistical analysis of the data through SPSS 26.0 and combined the results of the interviews to draw the following conclusions:1.From the overall perspective,the general average of international Chinese learners’effective quality of China is 2.86,which has reached the 2.0 reaction level,indicating that international Chinese learners are willing to respond to related content in China,and can make emotional reactions.Personal pleasure.But it still needs to be developed at the level of evaluation of 3.0 value.From the perspective of specific dimensions,aesthetic emotional projects are worthy of the highest score and the lowest awareness of pro-Chinese.This shows that international Chinese learners can accept China and the United States and have a preference for a certain value,but it is more difficult for Chinese self-esteem and confidence to cause their emotional response.In terms of specific questions,international Chinese learners have relatively positive attitudes towards Chinese language,with an emotional preference for some elements of Chinese culture,especially Chinese history.And their awareness of the Chinese flag and national anthem is relatively low.2.From the perspective of individual differences,in terms of personal dimensions and gender,girls are significantly higher than boys in their aesthetic emotions.In terms of education level,the education level is more than educational students with a higher sense of education than undergraduate students.In terms of region,Asian students have a higher sense of recognition of cross-cultural values in other continents.In terms of emotional intelligence,students with high levels of emotional intelligence have significantly higher values than students with low emotional intelligence level.Among them,students who understand and regulate the strong emotional ability of others have a significant recognition of cross-cultural values than students with low understanding and regulating others with low emotional ability.The students who express their emotional ability are significantly higher than that of students with low emotional ability.Expressing students with high emotional ability,their aesthetic emotions are significantly higher than those who express their low emotional ability.In terms of family dimensions,in terms of parents’ attitudes towards China,parents who are "not interested or not interested in" in China are significantly lower than those of their parents who are "interested in" and "very well known and like China".In terms of parental support,students who have received their parents’ support are significantly higher than those who do not support their parents.In terms of social dimension,students who love Chinese social models have a significant awareness of their pro-Chinese consciousness than students without social models.In age,time of Chinese learning,Chinese level,no award-winning experience,understanding of China,professionalism,learning motivation,parental education level,family support,frequency of interaction of students There are no significant differences in individual factors such as status,Chinese friends support,and teacher-student relationships.3.From the perspective of type group analysis,international Chinese learners have three types:typical pro-Chinese type,general type of China,and typical values.Typical pro-Chinese consciousness,its cross-cultural values identity,rational emotion,and aesthetic emotions are strong.The general type of China is a popular group,and its pro-Chinese consciousness,cross-cultural values identity,rational emotion,and aesthetic emotions are at a low level,which indicates that international Chinese learners still have much room for improvement in China.Typical values identity cross-cultural values are obviously strong,while pro-Chinese consciousness,rational emotion,and aesthetic emotional level generally level.This article is also from factors such as age,regional,academic level,parental attitude towards China,parental support,teacher-student interaction frequency,frequent interaction of students,cross-cultural adaptation of related courses,Chinese friends support,whether there are non-Chinese friends who love China and other factors Portrait portrait portraits of various types have been found,and some characteristics and laws have been found,and further discussion will be further discussed in the future.Based on the above findings,this paper proposes targeted recommendations on three dimensions:national,school and teacher,in order to promote further improvement in the emotional quality of international Chinese learners towards China.