高校德育中隐蔽课程的作用机制及实施策略  

Discussion on hidden curriculum and construction of moral education in colleges and universities

作　　者：邬开东[1] 查啸虎[2] 

机构地区：[1]安徽理工大学教务处,安徽淮南232001 [2]安徽师范大学教育科学学院,安徽芜湖241000

出　　处：《安徽理工大学学报（社会科学版）》2006年第4期8-10,共3页Journal of Anhui University of Science and Technology:Social Science

摘　　要：如何使高校德育富有成效,是当前高校德育工作的重要课题,而隐蔽课程对于高校德育建设具有重要的作用。高校隐蔽课程从结构上可分为物质形态、精神形态和制度形态,它具有隐蔽性、无意识性、无逆反性等特征。高校隐蔽课程对学生思想品德产生影响的作用机制是一个有机联系的系统,可将其分为陶冶、导向、激励和规范等四个二级机制。高校隐蔽课程的设置应坚持与德育环境的优化相结合,坚持与显性课程的设置相结合,坚持物质环境与精神氛围的营造相结合,坚持与校本开发相结合。How to make contemporary moral education effective is an important issue today and hidden curriculum plays an important role in the construction of moral education in colleges and universities. Hidden curriculum can be divided into three categories in terms of structure： physical form, spiritual form, and institutional form, which is unconscious, hidden and undefended. As an organic system, it can be divided into four secondary mechanisms： molding, guiding, inspiring and regulating. Developing hidden curriculums should be combined with optimizing moral environments, with developing dominant curriculum, with constructing physical environments and spiritual environments, and with developing school-orientated curriculum.

关 键 词：高校隐蔽课程 高校德育建设 高校隐蔽课程作用机制 

分 类 号：G423.04[文化科学—课程与教学论]