瓦兰斯、马丁与戈登的隐性课程概念辨析  

A Comparison of the Definitions of Hidden Curriculum Offered by Vallance,Martin,and Gordon

作　　者：张淑贞[1] 赵宁[1] 

机构地区：[1]中国民航大学,天津300300

出　　处：《教育与教学研究》2013年第10期77-79,93,共4页Education and Teaching Research

基　　金：天津市教育科学"十二五"规划课题(HE4084);中央高校基本科研业务费中国民航大学专项(ZXH2009D017)

摘　　要：瓦兰斯、马丁与戈登三人对隐性课程的定义都对隐性课程的研究有着深远的影响。瓦兰斯认为隐性课程是学校教育中没有明确提及但又实际起作用的一些结果和实践,马丁认为隐性课程是在学校环境内外有意或者无意产生的、未被学习者公开认识到的学习状态,戈登认为隐性课程是学校内物理环境和教职员工给学习者带来的潜在学习结果。他们的定义有各自的优势和缺陷,对这些定义的辨析有助于人们加深对于隐性课程概念的理解。Vallance, Martin, and Gordon have defined hidden currieulttm in different ways, which impose great influence on the research of hidden curriculum. VaUance defined hidden curriculum as the outcomes and practice not clearly referred to in the school environment,Martin as the intended or unintended learning states not recegnized by learners and Gordon as the potential learning outcomes caused by the physical en vironment and teaching staff in school. Their definitions have both strong and weak points,and an in depth analysis of the definitions can offer a better understanding of the concept of hidden curriculum.

关 键 词：瓦兰斯 马丁 戈登 隐性课程的概念 

分 类 号：G642.3[文化科学—高等教育学]