| This paper comprehensively uses literature method,questionnaire survey method,interview method,theoretical analysis and empirical analysis method to investigate and analyze the Chinese identity of Chinese learners at Sewon Senior High School in Incheon,South Korea,and analyze the characteristics and influencing factors of their Chinese identity.Based on the characteristics and influencing factors of learners’ Chinese identity,the teaching design is carried out,and a plan is provided to promote the construction of learners’ Chinese identity through teaching design and practice.The survey results show that the Chinese identity of Chinese learners at Sewon High School in Incheon,South Korea is in a dynamic construction process.The survey results of three criteria for Chinese identity assessment: Chinese language cognition is relatively strong among learners’ Chinese attitudes,Chinese behavioral tendency is average,and Chinese emotion is relatively weak.Therefore,the basic Chinese attitude construction,which is the construction of Chinese identity,is at a medium level.According to the Chinese identity construction path of "Chinese attitude → Chinese use → Chinese ability",it affects the use of Chinese.The students in this school use Chinese less frequently,and the field of use is limited.,the level of Chinese proficiency is not high,which has a negative impact on the construction of Chinese identity.Through practice and data collection,first-hand data on Chinese language identity of Chinese learners was obtained,combined with the actual situation of Chinese teaching at Sewon High School in Incheon,South Korea,the characteristics of Chinese identity and the influencing factors of Chinese identity,based on the theoretical basis of the learning community,the Chinese language teaching design was carried out,and a small-scale development was carried out.,Short-term small-class Chinese teaching,teaching practice effect is remarkable.The combination of Chinese identity and Chinese teaching broadens the research scope of language identity,so that the analysis results of language identity can provide data and theoretical support for the development of language teaching.The full text is divided into four chapters: the first chapter,the introduction,respectively discusses the research background,survey situation overview,research purpose and significance,theoretical basis,and research methods.The second chapter describes the status quo of learners’ language identification from three evaluation criteria: language attitude,language use,and language ability,and analyzes the factors that affect learners’ language attitude,language use,and language ability and their internal correlations..The third chapter analyzes the factors that affect Chinese learners’ Chinese identity,and summarizes the characteristics of the school learners’ Chinese identity based on the conclusions of the second chapter.The fourth chapter conducts teaching design and teaching practice under the guidance of the learning community according to the characteristics and influencing factors of learners’ Chinese identity in the school. |
