不同语言环境下师生关系比较及隐性课程设计

A Comparative Study of Teacher-Learner Relationships in Different Language Environments and the Development of a Hidden Curriculum

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 CFL teaching, the teacher-learner relationship varies with the language environment, with learners showing different degrees of reliance on the teacher. In the target language environment, learners don＇t rely heavily on the teacher because they can communicate with different interlocutors in the target language, who jointly influence their learning effect; in a non-target language environment, however, learners rely heavily on the teacher, who might be the only interlocutor with whom they communicate in the target language. Teachers in the target language environment are mainly native speakers of the target language, while teachers in the non-target language environment are a mixture of both native and non-native speakers. Teachers in the latter case need to utilize hidden-curriculum factors to maximize their role. Towards this end, this article puts forward the following suggestions： renew the concept of teacherlearner relationship, keep a positive mood in class, increase teachers＇ emotional input, cultivate learners＇ Chinese cultural consciousness, and use modern educational technologies.