Investigation Of Organization-System Hidden Curriculum In Chinese Study For Foreign Students In CCNU

In this paper,we plan to investigate the organization-system hidden curriculum about Chinese study of foreign student through survey questionnaires.Students from different levels of Chinese language in the International Cultural Exchange School of CCNU(Central China Normal University)were selected as our survey objects to know the degree of satisfaction and demand of them on the organization-system hidden curriculum.Finally,we find out some factors of hidden curriculum that differed from the actual needs of the foreign students,and put forward some specific suggestions.This paper is divided into five chapters.Chapter one is introduction.It first introduces the research background,significance and purpose,and then introduces the definitions,category,characteristics and functions of the hidden curriculum,at last summarizes the existing studies of the hidden curriculum in English teaching and Chinese teaching.Chapter two is the survey design,which mainly describes the status of the survey objects,the design,issuance and recovery of the questionnaire,and the methods of data processing.Chapter three is about the analysis of needs of foreign students to hidden curriculum.In this chapter,we divided organization-system hidden curriculum into seven categories:class size,attendance system,classroom discipline,class setting,curriculum setting,curriculum composition,and extracurricular activities,and we make a survey of students'satisfaction and demand in all parts.The survey results show that,on the whole,the foreign students are satisfied with these seven aspects,but it still exists difference in each aspect for the students of different levels and gender.Chapter five is the discussion and suggestion.It proposes some suggestions for improving the hidden curriculum factors that do not meet the actual needs of foreign students,such as reducing the class size of senior classes,using eyes contact,gestures to prevent from chatting on classes,encouraging positive behaviors to weaken bad behavior of classroom,flexibly arranging course lengths,increasing the proportion of class performance in course grade,increasing the frequency of extracurricular activities,and paying attention to the significance of activities for Chinese study.The last part is the conclusion of this paper and points out the shortcomings and deficiencies of the study.