作为潜在课程的高校涂鸦: 形式、互动与结果  

College Graffiti as the Hidden Curriculum:Form,Interaction and Results

作　　者：邹俊俏 朱元嘉 龚伯韬 Zou Junqiao;Zhu Yuanjia;Gong Botao(Nanjing Normal University;South-central University For Nationalities)

机构地区：[1]南京师范大学 [2]中南民族大学民族学与社会学学院

出　　处：《当代教育科学》2020年第12期43-50,共8页Contemporary Education Sciences

摘　　要：高校涂鸦常因司空见惯而被忽视,抑或被视为“脏乱差”而遭清理,涂鸦背后蕴藏的教育内涵及其实际教育影响未受学界充分重视。将涂鸦纳入潜在课程分析框架,对其“课程内容”与“教育过程”分析发现,颜色艳丽、彰彰在目的学校官方涂鸦宣传“正能量”、规范学生言行;学生私人和校外机构涂鸦色彩单调、地点隐蔽,在制度约束下表达自身诉求与利益。学校和学生个体于涂鸦中的表达与互动对学生的“丑与美”“脏与净”“乱与治”等审美、道德与制度观念持续发生着形塑或改造,学生对这一潜在课程习得、忽视或抵抗,逐步获得对待组织制度、道德审美、人际关系等的社会观念与行动策略,获得日益成型个体的社会化发展。College graffiti is often ignored or cleaned up as the"dirty or messy".The educational connotation of the graffiti have not received full attention from academic circles.Incorporating graffiti into the framework of hidden curriculum analysis,analyzing its"course content"and"educational process",we found that the official graffiti’s colors,highlighting the"positive energy"and standardizing students'words and actions are useful;Students and off-campus institutions’graffiti is dull and secluded,expressing one's own demands and interests under the constraints of the system.The expression and interaction between schools and students in graffiti are shaping and transforming students’aesthetic,moral and institutional concepts such as“ugliness and beauty”,“dirty and cleanness”and“chaos and governance”.Students learned,ignored or resisted the hidden curriculum and gradually acquire social concepts and actional strategies for organizational systems,moral aesthetics,and interpersonal relations,and obtain the social development of individuals increasingly.

关 键 词：涂鸦 潜在课程 高校 社会化 知识社会学 

分 类 号：G642.3[文化科学—高等教育学]