1. Explicit curriculum
Explicit curriculum refers to the organized teaching activities included in the school curriculum. There are three kinds of explicit courses in Chinese character culture education.
(1) subject courses
Subject courses, also known as subject courses or subject courses, are "selecting knowledge suitable for the development level of students of a certain age from various sciences according to the training objectives and scientific development level of various schools at all levels to form various teaching subjects".
The characteristics of subject courses are to select and arrange course contents according to the logical structure of subject knowledge, and to emphasize the internal relations of subject contents; Emphasize teachers' systematic teaching, pay attention to the order of explanation, teaching hours and duration.
According to these characteristics of subject courses, some Chinese character culture education courses appear in the form of subject courses, such as Chinese character culture courses, calligraphy courses, seal cutting courses, Chinese character art design courses and so on. It is necessary to systematically explain to students, and the effect is better in the form of subject courses. Primary and secondary education, such as calligraphy courses, couplets courses, seal cutting courses, etc. It can also be offered in the form of disciplines, but due to the limitation of time and tasks, micro-discipline courses will also be very good.
Chinese character culture education is offered in the form of subject courses. Its advantage is that it is convenient for students to accept systematic, complete and rigorous knowledge of Chinese character culture and for teachers to play a leading role. The disadvantage is that the course content is often divorced from the actual life of students, and it is not easy to stimulate students' interest, initiative and creativity in learning Chinese characters.
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(2) Subject infiltration curriculum
Subject infiltration course is a course that focuses on the existing disciplines in the school, and explains and infiltrates relevant knowledge in the process of realizing the objectives of existing disciplines and explaining the contents of existing disciplines. The course of subject infiltration has its own curriculum objectives and contents, but these objectives and contents are attached to other disciplines and realized through the realization of curriculum tasks of other disciplines.
According to our definition of subject infiltration course, many contents of Chinese character culture education can be provided in the form of subject infiltration course. For example, we can infiltrate the interpretation course in primary school literacy or middle school classical Chinese teaching, the couplet course in primary and secondary school Chinese reading and writing teaching, and the calligraphy and seal cutting course in primary and secondary school art courses.
The advantage of subject infiltration course is flexibility, which is conducive to stimulating students' interest in learning. The disadvantage is that the study and mastery of Chinese character culture is not systematic and complete.
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(3) Activity courses
Activity curriculum is the concrete embodiment of western new educational ideas in the curriculum at the end of 19 and the beginning of the 20th century. It is "a series of activities and methods that take students as the center and aim to guide students to obtain indirect experience and instant information through educational exchanges". Its characteristic is to emphasize students' own practical activities and cultivate their comprehensive ability and personality development.
In Chinese character culture education, many contents can be provided in the form of activity courses. For example, the course of couplets allows students to investigate, collect and explore some couplets in local places of interest and shops in the form of comprehensive practical activities, and also allows students to collect some famous couplets or couplets stories from ancient and modern times through the Internet, newspapers and books. The lantern riddle course allows students to collect and create some crossword puzzles or lantern riddles in the form of comprehensive practical activities. Calligraphy or seal cutting courses can hold some activities with local calligraphy and seal cutting societies.
The advantage of activity class is that it can improve students' basic skills and practical ability according to their interests and needs, but the disadvantage is that it is not easy for students to acquire systematic and comprehensive knowledge, and improper arrangement of activities will become a mere formality.
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2. Hidden curriculum
Hidden curriculum, also known as potential curriculum, is relative to explicit curriculum. His thoughts appeared in the works of Dewey and Copperfield as early as the early 20th century. 1968, American educational sociologist Jackson first put forward the concept of hidden curriculum in his monograph Class Life. He believes that students not only accept scientific and cultural knowledge such as reading, writing and arithmetic, but also gain psychological growth such as attitude, emotion and values, which are subtly and indirectly passed on to students through non-academic channels. Jackson called this "informal" cultural communication a hidden course. Since then, hidden curriculum has become a new research topic in the field of curriculum. There are different opinions about the definition of hidden curriculum. We believe that hidden curriculum is the general name of campus cultural elements designed according to certain educational goals and their specific educational goals in addition to explicit curriculum. Hidden curriculum can be divided into two categories: spatial hidden curriculum and time hidden curriculum.
(1) Space Hiding Course
Spatial hidden curriculum refers to campus cultural elements with certain educational value presented in a spatial orientation. Such as walls, corridors, squares, etc. The spatial hidden courses of Chinese character culture education mainly include Chinese character culture wall, Chinese character culture square and Chinese character culture corridor.
(2) Time-based hidden curriculum
Time-based hidden curriculum refers to the campus cultural elements with certain educational value presented in the time dimension. Like festivals. The time-based hidden courses of Chinese character culture education include regular Chinese character art festivals, Chinese character culture festivals, irregular lantern riddle competitions, calligraphy exhibitions, seal cutting exhibitions, couplets competitions and so on.