摘要
综观隐性课程的研究文献成果,最初来源于国外研究,是20世纪60-70年代课程研究领域出现的新概念,国内把隐性课程正式纳入课程之列加以考虑,是从20世纪80年代中期开始的。学者们对隐性课程的概念有不同界定,但均赋予了它多种教育功能。研究文献多从校园物质、精神、制度文化环境等方面提出了开发建设高校隐性课程的意见;也有学者具体从学校、社会和家庭三个方面提出了构建隐性课程的主体框架。
In view of the results of research achievements,hidden curriculum,which originally came from foreign research,was a new conception emerging in curriculum research field from 1960s or 1970s,and began to be considered into our formal domestic curriculum from the middle of 1980s.Scholars had different kinds of definitions on hidden curriculum with its different education function.According to its construction,scholars gave their ideas through three aspects,campus physical,spiritual and cultural environment.Some scholars even gave ideas concrete slightly from school,society and family to build the main framework of the hidden curriculum.
出处
《湖南工业大学学报（社会科学版）》
2011年第3期118-120,共3页
Journal of Hunan University of Technology(Social Science Edition)
基金
湖南省教育科学"十二五"规划课题"高校教师隐性知识隐育创新型人才的研究与实践"(XJK11BX008)
湖南工业大学2009年度教学改革研究项目重点资助课题"高校隐性课程开发研究"(09B02)
关键词
隐性课程
高校
研究综述
research summary
hidden curriculum
hidden curriculum in college
