A Study On The Role Of Hidden Curriculum In Primary Chinese Teaching In Thailand

Hidden courses are the unexpected or unplanned knowledge,values,norms and attitudes that students learn in the learning environment(including material,social and cultural systems).Hidden curriculum is one of the important components of the entire curriculum system.It affects students in a long-term,subtly,and all-round way,and has an important impact on students’ knowledge,feelings,intentions,behavior and other aspects.At present,domestic and foreign scholars have achieved certain results in the research of hidden courses,but there are still few studies on the role and construction of Chinese classes in teaching Chinese as a foreign language.In the first-line teaching practice of Anuban Primary School in Sisaket,Thailand,the author found that the role of recessive courses in teaching Chinese as a foreign language is often ignored.The current situation of Chinese teaching in elementary Chinese classes is not optimistic,and many problems have appeared,this is not conducive to the language learning of students,nor is it conducive to the overall development of students,and strengthening the construction of hidden courses of Chinese as a foreign language is an important way to solve the above problems.Therefore,this article attempts to combine hidden courses with teaching Chinese as a foreign language from a new perspective.Through research,it explores the role of hidden courses in elementary Chinese classes,and proposes specific implementation suggestions and methods.The author mainly discusses the related theoretical basis of hidden courses,the construction and role of hidden courses through literature research method,teaching practice method,interview method and observation method,etc.,and discusses the current situation of Chinese teaching in Sisaket Anuban Primary School,The overall recessive curriculum setting,and the necessity and feasibility of the recessive curriculum construction in elementary Chinese class teaching are analyzed,and in view of the existing management,teaching,class setting,psychological environment and other problems,the construction of elementary Hidden courses in Chinese classes should start from the following three aspects: 1.The design of hidden courses in physical space: creating a good physical environment,rationally arranging the number of people and seats,etc.;2.The arrangement of hidden courses in organizational systems: formulating class rules democratically and equally,Planning the combination of lectures and training,etc.;Third,the improvement of cultural psychology hidden courses:cultivate a harmonious teacher-student relationship,create a positive work style,increase teachers’ emotional investment,etc.This article aims to create the best teaching environment for teaching Chinese as a foreign language through the complementation,coordination and optimization of explicit and recessive courses,and to explore various factors in teaching Chinese as a foreign language three-dimensionally from students’ daily lives,and to use superior resources to highlight culture Features,through implicit methods,create a strong atmosphere of language learning and cultural influence,give students psychological hints,enhance students’ learning motivation,improve students’ learning quality,and improve the teaching status of elementary Chinese classes.