Preface

Wushu culture identity is a hot issue in recent years. It not only involves the inheritance and development of the Wushu project itself，but also has important value and significance to the prosperity of national traditional culture，to defend the national culture and to lead and shape the ideology and ideology of young people.In the past，the research on Wushu culture identity mainly focuses on the analysis and discussion of its value and meaning from the macro and theoretical level，and lacks microcosmic and empirical analysis，especially the detailed analysis of the structure，measurement and evaluation of Wushu culture identity. In view of the shortcomings of previous studies，this study takes School Wushu Education of middle school as the angle of view，and tries to explore and explore the structure，measurement and application effect of Wushu culture identity from the perspective of empirical.In this paper，the concept and structure dimension of Wushu culture identity of middle school students are constructed from the theoretical point of view through the methods of literature review，logical analysis and open questionnaire survey. By using expert evaluation method，project analysis method and confirmatory factor analysis，In the empirical test，revise the middle school students Wushu culture identity dimension，and as a basis for the preparation of the meteorological requirements of the middle school students Wushu cultural identity measurement tools；the use of the measurement tools for five cities in China six Wushu traditional junior and high school Students to investigate the statistics，analysis of the middle school students Wushu culture identity in the age，gender and daily Wushu on the changes in the situation；This paper analyzes the relationship between Wushu education environment and middle school students ‘Wushu culture identity，and the relationship between Wushu culture and middle school students’ Wushu motive，Wushu learning satisfaction，socialism core values. The relationship between the values of the relationship；thus，from the perspective of empirical analysis of psychometric to understand，to enhance the cultural identity of middle schoolWushu and expand the role of cultural identity recognition，the value of the theory and practice to provide reference.

Three studies were carried out on the characteristics of the structure and scale of Wushu culture identity of middle school students，the characteristics of middle school students' Wushu culture identity change，the influencing factors and application effect of Wushu culture identity of middle school students. Based on the results of this study，the following conclusions are drawn：（1）Wushu cultural identity of middle school students is a multi-dimensional hierarchical system，which consists of four first-order factors of second order factor，including Wushu culture cognition evaluation，Wushu cultural experience，Wushu cultural behavior，Wushu cultural identity Order factor，together constitute the second-order factor student Wushu cultural identity.（2）“Wushu Culture Identity Scale for Middle School Students” is better in terms of retest reliability，internal consistency reliability，content validity and structural validity，so it can be considered as a credible and effective psychometric evaluation tool.（3）The characteristics of middle school students' Wushu cultural identity and their dimensions in the age trend are nonlinear and complex. They are characterized by the highest grade in the first grade of junior high school，the lowest in the second grade of junior high school and the fluctuation of the other grades.（4）The intensity of each exercise，the time of each exercise，the frequency of weekly exercise have a positive impact on the Wushu cultural identity of middle school students，but the change of influence has certain complexity. The explanation and application of the effect should refer to the actual situation of Wushu teaching.（5）The Wushu education environment and the middle school student Wushu cultural identity has a certain relevance，the use of Wushu social environment，family environment，school environment，classroom environment can predict the characteristics of middle school students Wushu culture identity changes；and the roles of Wushu education family environment，Wushu education classroom environment are more prominent.（6）Wushu culture identity is closely related to the intrinsic motivation and identified regulation of middle school students' Wushu learning. The former can predict the characteristics of the latter two variables better. Wushu cultural identity is lowly related to the motivation of external adjustment and amotivation of middle school students' Wushu learning.The former predict the effect of the latter two variables is poor.（7）Wushu cultural identity is related to the middle school students Wushu learning satisfaction，social core values，the use of Wushu cultural identity can predict the middle school students Wushu learning satisfaction，the socialist core values of the changing characteristics.

In addition，from the perspective of the theoretical and practical significance of the research results，with reference to the previous research results and corresponding theories，the main inspirations of the following four aspects are derived from this book：（1）From the perspective of structural characteristics and dimensional meaning，the WuShu cultural identity of middle school students is composed of four dimensions. The dimensions have the dual characteristics of independence and relevance. Therefore，practical application should be considered from two aspects：First，the WuShu identity of middle school students It has rich meanings，and should be understood and understood from its four dimensions，namely，WuShu cultural cognition evaluation，WuShu cultural emotional experience，WuShu cultural behavior，and WuShu cultural identity. In practice，researchers should be based on their actual needs，and Select the corresponding measurement entry with reference to the meaning of each dimension.Second，the four dimensions of WuShu cultural identity have certain relevance，interdependence and mutual promotion. Therefore，in the process of improving and improving the WuShu cultural identity of middle school students，the four dimensions of WuShu cultural identity are taken as the implementation path，focusing on the comprehensive effect.（2）In the middle and high school，the students' WuShu cultural identity and its various dimensions show nonlinear and complex characteristics，especially in the first to second phases. Therefore，in the teaching practice，we should focus on the sensitive period of the dramatic changes from the first to the second day. We should analyze the formation reasons，solutions and methods of the characteristics through observation，interviews and chats，and then improve the WuShu teaching content and WuShu teaching design. Etc.，improve the quality of teaching.（3）According to the theory of concentric development，social ecosystem theory and reference to the results of this study，in practice should pay attention to the close relationship between Wushu education social environment，WuShu education family environment，WuShu education school environment，WuShu education classroom environment，and mutual influence From the perspective of linkage and comprehensiveness，the overall level of WuShu culture of middle school students and the level of each dimension are improved.（4）Wushu cultural identity has a certain relationship with middle school students' WuShu participation motivation，learning satisfaction and socialist core values. It is theoretically and practically feasible to use the former to promote middle school students' WuShu participation behavior and cultivate their positive and upward values. The value and meaning of identity is thus reflected. In addition，from the perspective of project inheritance and cultural communication，school WuShu should be widely promoted and comprehensively promoted through the effective platform of youth socialist core values education activities，expanding influence and improving practical ability；providing powerful support for youth moral education and socialist construction support.