According to the basic points of the emergence and existence of potential courses and some superficial characteristics of potential courses, people have reached a consensus on the nature and characteristics of potential courses in the following aspects by comparing them with explicit courses:

Potential. Potential courses enable students to receive education in an indirect, implicit and vague way unconsciously.

Concealed (imperceptible). The existence of potential courses is often concealed or monopolized by explicit courses, which is difficult to show and confirm in a short time;

A vast area. Potential courses cover all aspects of school life except explicit courses in content, involve every corner of the school in space, accommodate all teachers and students in personnel, and have a wide range;

Diversity. School life is rich and colorful, practical activities are polymorphic and diverse, and the potential courses infiltrated into it are also diverse;

It is difficult to quantify. One of the backgrounds of the emergence of potential courses is the criticism of pure quantitative methods and the application of qualitative methods. In addition, its potential and diversity make it difficult to determine the potential courses by quantitative methods, and more qualitative research is needed.

In view of the complexity of the potential curriculum itself, the limitations, differences and progress of people's understanding, it is inevitable to have differences and arguments.

Expected:

Think that the potential courses are unexpected, and its influence is unexpected or unpredictable;

The potential courses are mainly unexpected, but they are also predictable;

Potential courses are unplanned.

Consciously:

Potential courses play a role unconsciously;

The latent curriculum is conscious (this view is the most typical in the western phenomenon interpretation school);

Potential courses are both unconscious and conscious;

Potential courses include non-academic differences, planned differences and new differences. Permeability and content difference. The content of potential courses permeates all aspects of school life. Because the objective conditions and long-established traditions between schools are different, the potential courses are also different;

The comprehensiveness of the content. The influence of potential courses on students includes knowledge, values, behavior norms, emotions, attitudes and will.

Conceptual relativity. Potential courses are relative to explicit courses;

Nonsystem interconnection. There are no obvious logical steps and coherent knowledge lines in the process of influencing students' development.