“隐性课程”视角下的中级汉语教材研究

发布时间：2019-05-28 08:20

【摘要】：一直以来,汉语国际教材建设较多关注“显性课程”,即汉语语言要素和技能的学习,较少关注教材中的“隐性课程”,即学校显性课程中有意无意渗透着的关于知识、文化、价值观、思维方式、情感态度等隐性因素对留学生文化心理的影响。而在教学实践中可以发现,教材中一些消极的“隐性课程”会加深留学生对中国的偏见,既影响其学习汉语的情感态度,也会导致汉语学习效果不佳。因此,本研究将“隐性课程”引入国际汉语教材研究中,结合定性和定量的研究方法,来研究国际汉语教材中的“隐性课程”及其影响。首先,本研究分类对比了《发展汉语》和《中文听说读写》中的“隐性课程”,并根据“隐性课程”构成标准——《国际汉语教学通用课程大纲》得出积极和消极的“隐性课程”；然后,根据构成标准评价结果,进一步开展“隐性课程”的效果标准评价,编制了针对国际汉语教材“隐性课程”的影响调查问卷,并在华东师范大学和上海纽约大学开展了问卷调查、课堂观察和访谈。在比较全面评价分析国际汉语教材“隐性课程”后,本研究发现两套中级汉语教材中的“隐性课程”主要涵盖语言知识、跨文化知识、价值观、思维方式和情感等。其中,89%的“隐性课程”符合构成标准评价,是积极的；11%的“隐性课程”不符合构成标准评价,是消极的。效果标准评价结果得出,教材“隐性课程”主要对学生的文化心理层面产生影响,符合构成标准的“隐性课程”可以产生积极的影响；不符合构成标准的“隐性课程”会产生消极的影响。最后,本研究从教材编写者和教材教育者的视角出发,提出了开发国际汉语教材“隐性课程”的建议：课文内容应以中国当代文化为主,并配以网络教辅材料,注释和图片应隐含积极正面的中国形象,汉语教师应提高自身素质,正确应对教材“隐性课程”的消极影响。教学中应注重情感教育,激发留学生汉语学习的兴趣,并潜移默化地培养留学生对中国语言文化的理解和认同。
[Abstract]:For a long time, the construction of Chinese international teaching materials has paid more attention to the "explicit curriculum", that is, the learning of Chinese language elements and skills, and paid less attention to the "hidden curriculum" in the teaching materials, that is, the knowledge and culture that are intentionally or unintentionally permeated in the explicit curriculum of schools. The influence of hidden factors such as values, mode of thinking, emotional attitude and so on the cultural psychology of foreign students. In the teaching practice, it can be found that some negative "hidden courses" in the teaching materials will deepen the prejudice of foreign students against China, which will not only affect their emotional attitude towards learning Chinese, but also lead to the poor effect of Chinese learning. Therefore, this study introduces "hidden curriculum" into the study of international Chinese teaching materials, combined with qualitative and quantitative research methods, to study the "hidden curriculum" in international Chinese teaching materials and its influence. First of all, this study classifies and compares the "hidden curriculum" in "developing Chinese" and "Chinese listening, speaking, reading and writing". According to the standard of "hidden curriculum", "General Curriculum outline for International Chinese Teaching", a positive and negative "hidden curriculum" is obtained. Then, according to the evaluation results of the constituent standard, the evaluation of the effect standard of the "hidden curriculum" is further carried out, and a questionnaire on the influence of the "hidden curriculum" of the international Chinese textbook is compiled. Questionnaires, classroom observations and interviews were conducted at East China normal University and Shanghai New York University. After a more comprehensive evaluation and analysis of the "hidden curriculum" in the international Chinese textbook, this study finds that the "hidden curriculum" in the two sets of intermediate Chinese textbooks mainly covers language knowledge, cross-cultural knowledge, values, mode of thinking and emotion. Among them, 89% of the "hidden curriculum" met the composition standard evaluation, which was positive, and 11% of the "hidden curriculum" did not meet the composition standard evaluation, which was negative. The evaluation results of the effect standard show that the "hidden curriculum" of the textbook mainly has an impact on the cultural and psychological aspects of the students, and the "hidden curriculum" which meets the constituent criteria can have a positive impact. Hidden courses that do not meet the constituent standards will have a negative impact. Finally, from the perspective of textbook compilers and textbook educators, this study puts forward some suggestions on the development of "hidden curriculum" in international Chinese teaching materials: the content of the text should be based on Chinese contemporary culture, and it should be supplemented by network teaching materials. Notes and pictures should imply positive and positive images of China, Chinese teachers should improve their own quality, and correctly deal with the negative impact of the textbook "hidden curriculum". In teaching, we should pay attention to emotional education, stimulate the interest of foreign students in Chinese learning, and imperceptibly cultivate the understanding and identity of foreign students to Chinese language and culture.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：H195

【相似文献】