思政课隐性教育及其实践路径探析

思政课隐性教育作为思政课显性教育的有效补充和有效支撑,具有教育目的隐匿性、教育手段柔和性、教学效果持久性等特征,有利于思政课亲和力的提升,有利于思政课教育本质的回归,也有利于思政课育人功能的实现。思政课隐性教育的实现,需要思政课教师树立思政课隐性教育意识,挖掘思政课隐性教育资源,拓展思政课隐性教育载体。

关注隐性资源,呈现人文课堂

苏版教材给师生留有开阔的思维空间和活动领域,教师要善于利用教材,挖掘其隐性资源,在理解和感悟教材的基础上,领会其言外之意,拓展学生的认知领域.本文从课内隐性资源、课外相关资源、学生的情感态度、数学传承几个方面进行了诠释.

以公共课心理学教学为核心对学生进行心理素质教育的探索

本文对我校全面培养和提高师专生心理素质的教学改革实验进行了阐述和分析。文章分析了心理素质教育的课程结构——“1+3”课程模式;介绍了心理素质教育的教学方法——“双主体互动教学法”;分析了心理素质教育考试方式和方法改革的具体做法,最后文章对教学改革的成效和存在的问题进行了分析和探讨。

思想政治理论课视野下的隐性德育课程功能探析

高校思想政治理论课作为显性课程是大学生思想政治教育的主渠道和主阵地,是思想政治教育发挥育人功能的重要途径。隐性德育课程往往以潜移默化的方式对大学生的思想品德发挥着显性课程无法替代的作用和影响。因此,探究隐性德育课程的价值功能,注重显性德育课程与隐性德育课程的融合与渗透,对于提高高校思想政治教育工作的针对性和实效性具有重要的现实意义。

The Hidden Curriculum in Language Classrooms

This paper discusses the issue of the hidden curriculum in the setting of a language classroom. The author first talks about the definition of the hidden curriculum from a theoretical perspective and proposes her own working definition. She then elaborates on the reasons and main manifestations of the hidden curriculum from the teachers＇ and learners＇ angles respectively with examples taken from language classrooms. Based on some profound reflections, some feasible suggestions on how to minimize the negative impacts of the hidden curriculum are suggested. On the basis of the previous discussion, the author reaches a conclusion： Language teachers should not avoid or ignore the hidden curriculum existing in the language teaching processes; rather, they are expected to face it positively and try their very best to solve the problems it brings. A sound attitude towards the hidden curriculum can help language teachers better understand and implement the formal or official curriculum made by the school or the state.