论文部分内容阅读
在汉语作为第二语言教学实践中,师生关系在目的语环境和非目的语环境下的依存程度并不完全一样。目的语环境中,学生有多种目的语交际对象,共同对学生学习效果产生影响;而在非目的语环境中,教师是学生主要的目的语交流者,学生对教师的依赖性很强。在目的语环境下,教师主要是以目的语为母语者;在非目的语教学环境下,教师则既有以目的语为母语者也有非母语者。在非目的语环境下,教师更需要调动隐性课程因素,使教师作用最大化。本文就隐性课程设计提出以下建议:更新师生关系理念,保持积极正面的情绪,增加教师情感投入,引发学生的中国文化意识,运用现代教育技术。
In the practice of teaching Chinese as a second language, the relationship between teachers and students is not completely the same in both the target language environment and the non-target language environment. In the target language environment, students have a variety of target language communication objects, which have an impact on the students’ learning effectiveness. In the non-target language environment, the teacher is the major communicator of the students, and the students are highly dependent on the teachers. In the target language environment, teachers mainly use target language as their mother tongue. In non-target language teaching environment, teachers have both native and non-native speakers. In the non-target language environment, teachers also need to mobilize the hidden curriculum factors, so that the role of teachers to maximize. In this paper, the following suggestions are put forward for the design of hidden curriculum: updating the concept of teacher-student relationship, maintaining positive emotions, increasing teachers ’emotional input, arousing students’ awareness of Chinese culture and using modern educational technologies.