1、 Introduction

The importance of promoting the overseas dissemination of Chinese culture was emphasized, and it was pointed out that Chinese, as a language of the Chinese ethnic group, plays a core role in cultural inheritance. Overseas Chinese language education is crucial for enhancing the effectiveness of Chinese cultural inheritance and dissemination. At present, research on the cultural identity and inheritance of overseas Chinese is still in its early stages, mainly focusing on the investigation and description of Chinese cultural inheritance, language, and cultural identity. Existing literature mostly describes the current situation of Chinese language schools, with little exploration of the relationship between Chinese language and cultural identity and inheritance, and Chinese language education. As Indonesia has the largest number of overseas Chinese, studying the cultural identity and inheritance status of its Chinese youth is of great significance for improving the overseas dissemination model of Chinese culture.

2、 Research methods and tools

Introduced research methods and tools, adopting a combination of quantitative and qualitative research methods. We used the motivation survey questionnaire for Chinese language learners of Chinese descent, the Chinese culture mastery questionnaire, and the multi group ethnic identity scale. The questionnaire is divided into four parts: personal information, learning motivation, ethnic identity, and understanding of Chinese culture, using the Likert 7 scale and bilingual Indonesian Chinese format. The research subjects were Chinese adolescents aged 18-35, and a total of 53 valid questionnaires were collected, including 17 males and 36 females. The age groups were mainly concentrated between 22-27 years old, with third and fourth generation Chinese as the main participants.

3、 The Status of Chinese Language Inheritance among Chinese Adolescents

Through self-assessment, the Chinese proficiency of Indonesian Chinese adolescents was measured and it was found that their listening and speaking abilities were relatively good, followed by their reading ability, and their writing ability was the worst. There is a significant difference in individual oral proficiency, while the difference in writing ability is relatively small. In the use of family language, Indonesian is mainly used with family members and Chinese friends, and the proportion of using Indonesian when communicating with ancestors is relatively low. Most Indonesian Chinese teenagers have a certain Chinese speaking environment in their daily lives, but have limited contact with their country of origin, and their language environment is mainly limited to their families, which restricts the balanced development of language skills.

4、 Analysis of Motivation for Chinese Language Learning

Through investigation and analysis of the Chinese language learning motivation of Indonesian Chinese adolescents, it was found that they have strong learning motivation, mainly due to internal factors. Motivation types are divided into unmotivated, external motivation, and internal motivation, among which achievement and knowledge seeking motivation have the highest degree of approval among internal motivations. Among external motivations, the types of identification regulation and integration regulation are also significant. Among the specific motivations, traveling to China, finding jobs, and China's economic development are the main external motivations, while the sense of pride and satisfaction brought by mastering Chinese is an important internal motivation. These motivations are not only influenced by external factors, but also stem from the intrinsic needs and identification of teenagers with Chinese language and culture.

5、 The identity of the Chinese ethnic group

Through a survey questionnaire analysis, it was found that Indonesian Chinese adolescents have a clear understanding and high sense of identification with the Chinese ethnic group, and actively interact with other ethnic groups. I hold a positive attitude towards Chinese culture and achievements, but lack initiative in learning and exploring Chinese culture. The survey also shows that most Chinese teenagers hope to be recognized as both Chinese and Indonesian by others. There is a significant correlation between ethnic identity and motivation for learning Chinese, especially with external motivation. This indicates that the identity and sense of belonging of the Chinese ethnic group provide intrinsic motivation for the learning of Chinese language and culture, but their initiative in learning and exploring Chinese culture is influenced by their positioning in Indonesian society.

6、 The Inheritance of Chinese Culture

Studied the inheritance of Chinese culture among Indonesian Chinese adolescents. Although they have a high level of initiative in learning Chinese and a high degree of identification with Chinese culture, their understanding and mastery of Chinese culture are limited. Chinese teenagers' understanding of Chinese culture is mainly limited to important festivals and customs, such as the Spring Festival, Yuanxiao (Filled round balls made of glutinous rice-flour for Lantern Festival) Festival, Tomb sweeping Day, Loong Boat Festival, Zhongyuan Festival Festival and Mid-Autumn Festival. They celebrate these festivals more commonly, but have limited knowledge about their origins and customs. For example, Mid-Autumn Festival is the festival they know best, but about 60% of people still do not know its source. In terms of traditional culture and customs, Indonesian Chinese teenagers have a lower level of understanding, such as the Yuanxiao (Filled round balls made of glutinous rice-flour for Lantern Festival) Festival, the Spring Festival, the Tomb Sweeping Day and the Loong Boat Festival.

7、 Problems and Related Suggestions in the Inheritance of Language and Culture

Identify the problems faced by Indonesian Chinese youth in the inheritance of Chinese language and culture, and provide relevant suggestions. Although Chinese young people have some knowledge of Chinese language and culture, their breadth and depth are insufficient, and family inheritance leads to a generation gap in language and culture. Chinese language education in Indonesia is crucial for inheriting Chinese culture, but there are many problems, such as the need to improve the level of Chinese language education, the emphasis on language teaching in teaching, and the lack of cultural heritage awareness; The language teaching level and Chinese cultural knowledge reserve of Chinese language teachers are insufficient; Teacher training lacks specificity and has high repetition of content.