Study Of Hidden Curriculum In Teaching Chinese As A Second Language

Research of curriculum is not just a question of "what to teach", it involves all aspects of the teaching behavior. "Attention on teaching practice, neglect on research theory" is a common phenomenon in TCSL, so the study of Hidden Curriculum is not paid enough attention. Compared with curriculum, Hidden Curriculum has advantages on both language teaching and cultural communication, as extensive of its structure, concealment of its function, longer term of its results, etc. Based on the modern curriculum theory, thesis did a further research on the topic of "Hidden Curriculum in TCSL ", from both theory and practice.Hidden Curriculum has its own characteristics because of the particularity of TCSL. Chapter 2 and 3 give clarifications on these three concepts one by one, "curriculum", "hidden curriculum" and "hidden curriculum in TCSL".And also specified the concept, characteristics and the relationship with curriculum of Hidden Curriculum in TCSL, which became a starting point of the following research. In general, the function of Hidden Curriculum combine two aspects of content, the former refers to the transmission of language and culture knowledge, the latter refers to the influence on learners’ effective factors, including the influence on the learning motivation and learning attitude, the consciousness of cross-cultural communication cross-cultural communication ability, promotion of its cultural cognition and cultural understanding. Through the influence on learners’irrational factors, the non-academic function of Hidden Curriculum affects the process of language learning fundamentally, which is also we concerned.The meaning of the research of Hidden Curriculum is to explore and design the environmental factors, which is ignored, but affect the process of education. Chapter 4 summarized three categories, thirteen elements, with the reality of TCSL, according to the basic classification of the material space, organization system and cultural psychology. Instructional medium, installation of courses, evaluation of language level, compilation of Chinese textbook, teaching language, which are viewed as curriculum or ignored by researchers, also be incorporated into the system of Hidden Curriculum.Material space, organization system, cultural psychology class, three different categories of Hidden Curriculum factors, increase gradually from the present form of concealment, also increase gradually from the result of influence, still increase gradually from the change in terms of difficulty. Accordingly, development of Hidden Curriculum in TCSL should also be carried out classification. Chapter 5 proposed specific suggestions and countermeasures, according to the development of Hidden Curriculum in TCSL, including design of material space ones, arrangement of organization system ones, improvement of cultural psychology ones. Specifically, firstly, explore the material space ones’ information bearing function of teaching resources and cultural resources, make full use of the latest achievements in teaching of technical change, design the material space class from a dynamic and developing view. Secondly, play the cultural transmission function of organization system ones. And the development and implementation of the discipline and the renewal of the teaching method should be reflected and put into practice into TCSL. Thirdly, teacher of TCSL,which is the core elements of psychological environment, should formed the idea of Hidden Curriculum fundamentally. And it also puts forward very high requirements for our teachers’ training. Moreover, among the" improvement of cultural psychology hidden curriculum " part, thesis did a survey on the situation of teaching language, with the "scale of classroom observations in TCSL", which is also an effective attempt of the current situation of Hidden Curriculum.