高校英语“隐性课程”对英语学习效能的激励与消解  

The Encouragement and Dispelling of English Learning Efficiency by the “Implicit Course” in Colleges and Universities

作　　者：韩立俊 HAN Lijun(Lanzhou Institute of Foreign Languages,Lanzhou University of Technology,Lanzhou Gansu 730050,China)

机构地区：[1]兰州理工大学外国语学院,甘肃兰州730050

出　　处：《吉林省教育学院学报》2020年第2期109-112,共4页Journal of Jilin Provincial Institute of Education

摘　　要：教学效能取决于隐性课程与显性课程的结合,其中显性课程通常作为高校英语教学工作的主要方式,效果显著。而隐性课程是显性课程的内在补充,是我国高校英语教学体系不可或缺的重要因素。在课程作用与效用层面,高校隐性课程能够有效提升学生的英语表达能力,增进学习效能,然而也将使学生的学习效能出现消解问题。本文结合隐性课程与学习效能的内涵,探析隐性课程内容,明确隐性课程与学习效能间的内在联系,提出应对策略。Teaching effectiveness depends on the combination of recessive curriculum and dominant curriculum, in which dominant curriculum is usually the main way of College English teaching, and the effect is remarkable. The implicit curriculum is the internal complement of the explicit curriculum, and it is an indispensable important factor in the English teaching system of colleges and universities in China. At the level of curriculum function and utility, implicit curriculum in Colleges and universities can effectively improve students’ English expression ability and learning efficiency, but it will also make students’ learning efficiency disappear. This paper combines the connotation of implicit curriculum and learning efficiency, explores the content of implicit curriculum,clarifies the internal relationship between implicit curriculum and learning efficiency, and puts forward corresponding countermeasures.

关 键 词：高校英语 隐性课程 学习效能 

分 类 号：G420[文化科学—课程与教学论]