A Study On Intermediate Chinese Textbooks —A "Hidden Curriculum" Perspective

The construction of International Chinese Teaching Material pays more attention on "Dominant Curriculum"——-Chinese language elements and skills. However, the "Hidden Curriculum" has been paid less attention for a long time, which includes some implicit factors such as knowledge, culture, values, way of thinking emotional attitude and has influence on students’ cultural psychology. In the teaching practice, some negative "Hidden Curriculum" in the textbooks can deepen students prejudice against Chinese, which not only affects their emotional attitude towards learning Chinese, but also leads to poor performance in Chinese learning.This study introduces the theory of "Hidden Curriculum" into the research of International Chinese teaching material and uses qualitative and quantitative research methods to analyze the "Hidden Curriculum" and its influence in the Chinese textbooks. Firstly, this study classifies and compares the "Hidden Curriculum" in Developing Chinese and Integrated Chinese and analyzes positive and negative "Hidden Curriculum" according to the constitution standard. Then, based on the result of constitution standard evaluation, this study carries out another effect standard evaluation and compile a questionnaire about the effect of "Hidden Curriculum" in the textbook. We also give out questionnaires, observe classroom and have some interviews in East China normal university and Shanghai New York university.After a comprehensive evaluation and analysis of the "Hidden Curriculum" in International Chinese Textbooks, this study found out that the "Hidden Curriculum" in the two sets of intermediate Chinese Textbooks mainly involves language knowledge, cross-cultural knowledge, value, way of thinking and emotion, etc. Among them,89% is positive and it matches constitution standard; 11% is negative,which doesn’t conform to constitution standard. In line accordance with effect standard, "Hidden Curriculum" of the textbooks mainly affect the students’ cultural psychology. A Positive "Hidden Curriculum" will have a positive impact and a negative "Hidden Curriculum" will produce a negative effect.Finally, this study puts forward some suggestion for the development of Chinese teaching material, from the perspective of textbook editors and educators. Firstly, Chinese contemporary culture should be given priority to in the text content, and teaching materials from the Internet should be supplied. Secondly, Comments and images should be implied with a positive image of China. Thirdly, Chinese teachers should improve their own quality, and correctly deal with the negative influence of "Hidden Curriculum" in textbooks. At last, Chinese teachers should focus more on emotional education, so that students will be interested in learning Chinese, and unconsciously to cultivate foreign students’ understanding of Chinese language and culture, even makes them approve of Chinese culture.