论学校教育的隐性力量  

On the Implicit Power of School Education

作　　者：张家军[1] 

机构地区：[1]西南大学教育科学研究所,重庆400715

出　　处：《教育理论与实践》2011年第6期8-11,共4页Theory and Practice of Education

基　　金：国家"211工程"三期重点学科建设项目<基础教育课程改革深化与教学创新研究>的阶段性研究成果

摘　　要：学校是学生接受教育的主要场所。学校教育对学生的影响是多方面的,它不仅限于显性层面的知识传递,还包括各种隐性层面的影响,即学校教育的隐性力量。所谓隐性力量,就是指学生在学校的教育和生活中,通过交往、体验而潜移默化获得的非预期的作用和影响。学校教育中的隐性力量主要体现在知识、情感、行为三个方面。在知识方面,知识具有控制力和再生产力;在情感方面,情感具有信号传递、感染、驱动以及控制的力量;在行为方面,教师行为对学生具有复杂力,学生群体行为具有同化力,教育制度具有规训力。Schools are supposed to be the main field of education for students. School education exerts a lot of influence on students which not only includes the explicit one of imparting knowledge, but also many implicit ones, i.e. the implicit power of school education. The implicit power of school education means that in the process of learning and living in a school, students acquire the unexpected effects and influences from the communications, experiences or inspirations. The implicit power of school education mainly manifests itself as knowledge, affection and behavior. Knowledge reflects the power of control and reproductivity; affection reflects the power of information transmission, influence, enforcement and control; behavior reflects the power of teachers＇ synthetic influence on students, students＇ assimilative effect on peers, and the educational regulating force on all.

关 键 词：学校教育 隐性力量 学生 知识 情感 行为 

分 类 号：G40-011[文化科学—教育学原理]