1、 Background introduction

This paper introduces the impact of the COVID-19 on the Mingde Chinese Summer School, and the comparative study of students' online Chinese learning motivation in 2020 and 2021. The research subjects are students who participated in summer school in 2021, aiming to analyze the changes in their learning motivation and influencing factors after adapting to online teaching, and explore effective ways to carry out online courses in the post pandemic era.

2、 Literature Review

An in-depth analysis was conducted on the characteristics of online language programs in the post pandemic era, and it was pointed out that compared to the early stages of the pandemic, planned language courses are specifically designed for online teaching and are carried out under the initiative of various parties. Taking Mingde Chinese Summer School as an example, there are differences in students' attitudes and expectations towards online learning between 2020 and 2021. Meanwhile, teachers play a crucial role in the online learning environment and need to be prepared for long-term online teaching. Students' evaluations of online learning are intertwined with positive and negative feedback, and the usefulness of online learning resources is a key factor affecting their emotions. Students need to gradually establish new study habits and solve the problems caused by long-term online learning. Effective interaction among peers is an important factor in maintaining learning motivation. The study emphasizes the importance of teachers in online teaching in the post pandemic era, as well as the dynamic development of students' psychological mechanisms.

3、 Research Methods

Detailed description of the research methodology, including project background, data collection methods, research subjects, and the process of data collection and organization. The project background compared the characteristics and changes of online learning in 2020 and 2021, such as lifestyle patterns, online course modes, and the adaptation of teachers and students to online learning. The data collection used online questionnaires and one-on-one online interviews. The questionnaires included basic information, understanding of learning motivation, and other questions, while the interviews focused on students' definitions of learning motivation and their summer learning experiences. The research subjects were 64 students who completed the questionnaire in 2020 and 48 students who completed it in 2021, as well as 15 and 17 students who were interviewed in the past two years, respectively. Most of the 2021 students had richer online learning experience. The data collection is completed through Google Forms and Zoom, and the questionnaire data is automatically organized. The interview data includes video and audio files, and only the audio transcription content is considered during analysis.

4、 Research has found that

Analyzed the changes in learning motivation of mature online Chinese learners through questionnaire and interview data. Research has found that in 2021, students' overall understanding of online learning has become more mature, but this has not led to an improvement in their evaluation of their Chinese language proficiency in online learning. Students generally feel the fatigue brought by online learning, and attach more importance to adjusting their fatigue. The positive effects of peer interaction and community belonging on students' learning motivation in 2020 are greater than those in 2021. Students' demand for teacher feedback has increased, but the perceived encouragement has decreased. Some students believe that the fatigue of online learning affects their learning motivation, while the experience of using Chinese offline can better enhance their learning motivation. Students highly recognize the achievements and projects of online learning, but there are issues with peer interaction and sense of community. With the increase of online learning experience, students have a more practical judgment of learning outcomes.

5、 Discussion and Teaching Implications

Analyzed the new challenges faced by online Chinese language teaching in the post pandemic era, including a decline in students' assessment of online learning abilities, persistent fear of difficulties and a lack of mindset, as well as an increase in learning motivation and screen fatigue. Research has found that mature online learners rely more on achieving short-term goals to enhance their learning motivation, and have a higher demand for teacher feedback. Meanwhile, the lack of peer interaction and a sense of community has a relatively small impact on experienced online learners. In response to these challenges, the author proposes five teaching inspirations: 1) Understand students' fear of difficulties and lack of mindset, clarify course objectives and implementation methods; 2) Teacher feedback needs to be diversified and specific, targeting students' individual learning situations; 3) Teachers need to intervene appropriately, create peer communication platforms, and encourage interaction; 4) Assist students in establishing specific and achievable short-term goals and setting reward mechanisms; 5) Pay attention to students' physical and mental exhaustion, encourage sharing of solutions, and arrange time reasonably.

6、 Conclusion

Summarized the changes in online learning motivation among students at Mingde Chinese Summer School in 2020 and 2021. Research has found that after students adapt to online learning, their evaluation of their own online learning abilities decreases, and they may develop a fear of difficulty. In 2021, students face greater challenges in maintaining their learning motivation, with screen fatigue and the need for teacher feedback being the main influencing factors. Mature Chinese learners tend to gain a sense of achievement by achieving short-term goals. Although learners gradually adapt to the lack of peer interaction and a sense of community belonging, this missing mentality still exists. In the post pandemic era, opportunities and challenges coexist in Chinese language teaching. The construction of learning motivation is crucial for the success or failure of teaching and deserves continuous attention and research.