A Study on Chinese Classics Recitation and Chinese Cultural Identity among International Students in China under the "Study in Chongqing" Context

Abstract

This study, set against the backdrop of "Study in Chongqing," explores the impact of Chinese classics recitation on the Chinese cultural identity of international students through questionnaire surveys and data analysis involving 50 students from Southwest University of Political Science & Law. The findings indicate that the level of participation in recitation is significantly positively correlated with the cognitive, behavioral, and affective dimensions of cultural identity. The intrinsic motivation centered on "understanding the culture" is identified as a key psychological mechanism driving participation and deepening identity. Furthermore, an enhanced cultural identity effectively reduces cross-cultural communication conflicts. The study also highlights that language proficiency, length of study in Chongqing, and teaching resources are crucial conditions supporting the effectiveness of recitation. Based on these findings, it is recommended that universities systematically integrate classics recitation into international student education through structured curriculum design, the development of tiered teaching resources, enhanced inter-departmental collaboration, and the creation of an immersive cultural environment, thereby fostering their cultural identity and cross-cultural adaptation capabilities.