结构化运作中的“隐性课程”

Hidden Curriculum in Structured Operations

隐性课程不仅承载着学校场域中复杂的社会关系,也蕴含着学校生活的组织机制。社会关系往往以行动的方式呈现,而运作机制则潜藏在组织结构中,明晰隐性课程在课程实施中的运作机理是发挥隐性课程功能的必要前提。藉由结构化理论的视角,力求在建构超越二元对立之课程实践观的基础上,揭示隐性课程运作过程中在空间维度和时间维度上的结构化特性。空间分化技术生产着教室区域间的“隔离”,并依托权力实现着学生班级身份差异的再认;时间管理技术定格着学生的行动,并使处于结构性关系中的学生群体文化认同与之“共生”。

The hidden curriculum carries not only the complex social relations in the school field,but also the organizational mechanism of school life.The social relations are often presented in the form of action,while the operational mechanism is hidden in the structure of the organization,and the hidden curriculum is clearly defined in the curriculum.To clarify the operating mechanism of hidden curriculum in curriculum implementation is a necessary prerequisite for the function of the hidden curriculum.Based on the theory of structuration,constructing the concept of the curriculum beyond binary opposition,this paper reveals the structural characteristics of the hidden curriculum in the spatial dimension and the temporal dimension.Spatial differentiation technology produces"isolation"between classroom areas and re-recognizes the class identity of students based on the power.The time management technology defines the students'actions and has a"symbiosis"with the group culture identification of students in the structural relationship.