在德育中实施隐性课程教学

在学生主体性德育的隐性课程中,教师、教育目的是"隐藏"起来的,而学生始终是这一课程的核心和根本,通过提升校园文化来塑造高尚的人、优化社会环境造就文明的人、规范虚拟世界培养自律的人,学生的主体性得到张扬和激发,最终实现隐性德育的目的。

新课改下“加强数学隐性课程教学”的必要性

所谓隐性课程教学是指教师通过教育环境有意或无意地传递给学生的非公开性的教育经验,就数学学科而言,包括学术性和非学术性两个方面的隐性课程因素.学术性隐性课程因素一般会涉及数学知识内容,涉及对于数学及其学习的认识,包括对数学本质的认识、数学思维方式、数学思想方法和一些数学技能等;非学术性隐性课程因素主要是指情感、态度与价值观,具体体现在对数学学科精神的追求、对数学的科学价值和数学的学习价值的信念、对数学学习过程中非智力因素的重视以及培养学生的辩证唯物主义思想等.

浅议隐性课程在职业英语教学中的开发和利用

隐性课程是学校教育实践中不可或缺且有效的组成部分,它具有显性课程无法替代的价值和功能。但是在现实教学中,隐性课程被人有意无意地忽略了。在当代对人性日益彰显、对情感体验和价值观念日益关怀的情势下,我们有必要重新审视隐性课程在职业英语教学中的地位,开发和利用其应有的价值。

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.