本文以北京师范大学2021级汉语国际教育第二学士学位学生为调查对象，致力于调查该群体在学业情绪与专业认同度方面的具体情况，评估该群体的学业情绪与专业认同度之间的相关关系，得出研究结果并提出对策相关对策。本文主要通过问卷调查法，辅之以访谈法对北京师范大学2021级汉语国际教育第二学士学位的学生的学业情绪与专业认同度的相关关系进行了分析，我们发现2021级汉语国际教育第二学士学位学生的学业情绪中积极高唤醒情绪与积极低唤醒情绪较高，而消极低唤醒与消极高唤醒情绪靠后。同时2021级汉语国际教育第二学士学位学生的专业认同度专业教学认同感位居前列，专业投入认同感排名靠后。同时经过研究发现：专业认同度与学业情绪的积极高唤醒程度、积极低唤醒程度呈显著正相关。与学业情绪中的消极高唤醒的焦虑、气愤程度和消极低唤醒程度呈现出显著负相关。本文进一步对相关结果进行了访谈，探索了当前所呈现的相关性的原因。并提出了举办与专业有关的实践活动，提升班级凝聚力，增加汉教第二学士学位学生的群体认同感；老师在与学生交流时多对学生表达肯定，增强学生的学习自信、增强学生的自我效能感；多举办就业分享会与学习经验分享会的对策。

In this paper, students with the second bachelor's degree of Teaching Chinese as a Foreign Language in Beijing Normal University in Class of 2021 are investigated, and the specific situation of this group in academic emotion and professional identity is investigated, the correlation between academic emotion and professional identity is evaluated, the research results are obtained and relevant countermeasures are proposed. This paper mainly analyzes the correlation between academic emotion and professional identification of students with the second bachelor's degree in Teaching Chinese to Speakers of other languages from Beijing Normal University in 2021 through questionnaire survey and interview. We find that the students with the second bachelor's degree in Teaching Chinese to Speakers of other languages in 2021 have higher positive high arousal emotion and positive low arousal emotion. Negative low arousal and negative high arousal emotion are further behind. At the same time, the professional identity of students of the second Bachelor's degree in Teaching Chinese as a Foreign Language in 2021 ranks first in the professional teaching identity, while the professional investment identity ranks behind. At the same time, it is found that there is a significant positive correlation between professional identity and positive high arousal and positive low arousal of academic emotion. The degree of anxiety and anger with high negative arousal and the degree of low negative arousal showed a significant negative correlation. This paper further interviews the relevant results to explore the reasons for the correlations presented above. And proposed to hold professional related practice activities, enhance class cohesion, increase the group identity of the second bachelor degree students; Teachers in communication with students to express affirmation, enhance students' learning self-confidence, enhance students' sense of self-efficacy; Hold more job sharing meetings and learning experience sharing meetings.