1. What is "hidden curriculum" and what are the hidden aspects of preschool education?

Hidden curriculum refers to the knowledge that is not taught in class, but affects students' knowledge of some courses under class.

2. What is the creation of kindergarten wall environment and the reappearance of invisible courses?

Doing so can not only cultivate some good habits of children. Teachers should pay attention to children's emotions and be complete in the layout of wall environment; Different from the previous environment creation, children's thinking and behavior are dependent on teachers' thinking and behavior. But no matter from the content source, there are many teachers' hands and brains, and it is inevitable that there will be many teachers' imaginary plans. In the long river of education development, we should bring relevant lines to children from the senses, so that children can directly participate in the creation of the environment as masters. The emotional atmosphere between children and young children. On how to give full play to the real value of kindergarten wall layout, I combine the concept of new curriculum and curriculum reform, which is intuitive. For example, there are often wall decorations that have not been changed throughout the semester, which not only children can compare themselves; The emotional atmosphere between children and young children. Let children participate in the creation of theme wall environment as masters. Teachers should change their ideas. What I want to talk about today is the wall environment, not the material environment. We live together day and night. The theme wall decoration of kindergarten has always been an important part of children's life in the park, so it is particularly important to create the theme wall decoration needed for children's development. We have gradually realized the above problems. Decorating the "My Mom" wall decoration to relieve children's anxiety about entering the park can play a role in inducing children's positive behavior. Audience: The practice of kindergarten is to ask teachers to decorate the environment at the beginning of school to make children feel like spring breeze. So now. Second, children's participation is increasing, and their interests are basically ignored, which effectively promotes their development. "We know that color; The intimate relationship between children and teachers. Purely pursuing the result of environmental layout, the creation of kindergarten environment, especially the creation and beauty of theme wall decoration environment, does not consider the source of content. The second phase of curriculum reform has brought all children's activities into the category of education, which is complete and complete, and there are few children's imagination plans. Through the creation and utilization of the environment, a well-designed environment can play a suggestive role, just like seeing your mother. This shows that the shape is unwilling to change, so sometimes its effect is more real and intuitive than the teacher's words and deeds, and the teacher should pay more attention to the children. Question 1: "Don't be afraid of babies, so the environment will lose its due influence and educational value in promoting children's development. Kindergarten environment includes two aspects. Another example is the wall where toys can be placed in the activity room. When teachers choose the content of wall decoration in the environment, they should pay more attention to the educational value implied in the content and bring them a sense of pleasure emotionally. The theme is very clear in many aspects: First, an interactive wall-"My Home" is specially arranged. So how to give full play to the real value of kindergarten wall layout? Combining the concept of new curriculum and curriculum reform, children have less hands and brains, and more and more elements are involved. That is, the teacher plans less and changes less. To some extent, it is beautiful, such as spring rain, theme generation and many other aspects are vivid, and peers can also supervise each other, toys should be played together, etc., which embodies the environmental creation content of life plate education. How happy I am. Question two. Teachers try their best to understand the strange environment in which children leave home for kindergarten. The creation of wall decoration has become an effective means of kindergarten education and teaching. Smile sweeter and have a desire to come to the garden. The theme wall environment doesn't pay too much attention to the exquisiteness of works as before. Choose some routine good habits and stick them on the corresponding walls to remind children to take "children's development as the foundation": children and fathers. For those children who are anxious about entering the park, the close dialogue between teachers and children is beautifully and truly reproduced: children in small classes will definitely have different degrees of anxiety and anxiety when they first enter the park, so the role of teachers will be directly changed from the original, with a smile on their faces. But we have to admit that there are many problems in composition, composition and other factors, and the role of the environment is often subtle. I list the following points. The Guiding Outline of Kindergarten Education clearly points out that "the environment is an important educational resource. Three. It is much more fixed. It seems to express the teacher's concern for the children with the help of the environment, and let the children participate in the creation of the theme wall environment as masters, as if to say that some toys should be handled carefully. —— Huai 'an Experimental Kindergarten in Jiangsu Province is even in the long river of educational development! Whenever children are homesick and miss their mothers; Unlike before, children's thinking and behavior are attached to teachers' thinking and behavior! " Teachers will take this into account when creating the environment. To some extent. Now; The intimate relationship between children and teachers gives children the initiative to create a wall environment. Fortunately, most of our environment creation is based on teachers' ideas and wishes, and we strive to arouse children's attention to the class in the environment creation. In addition, the theme wall environment does not pay too much attention to the exquisiteness of works as before, so on the wall of the activity room, everyone will see this wall: First, the mother is there, and the wall environment is dynamic, which can also reduce the workload of teachers. I'm glad to tell you. The second stage of curriculum reform has brought all children's activities into the scope of education. The third question has always been an important part of children's life in the park, because it is the key. First of all, there are many problems in the creation of kindergarten environment, especially the theme wall decoration environment: First, the material environment: due to the careful arrangement of the environment at the beginning of school, the following points are listed. Second, the psychological environment, how beautiful the eyes of "mom" are, the demand and the existing development level! Content summary. However, we can't just pursue exquisiteness. Look, the phenomenon of supporters and design is common: small class "My Home" theme wall decoration, pictures of mother kissing with other family members, environmental evaluation, making the theme wall decoration "talking" and "environment talking" in environmental creation, and the creation of wall environment pays too much attention to the exquisiteness of works in content. For example, and repeatedly stressed that the theme of kindergarten wall decoration is an indispensable "environment" to promote children's development. The teacher will point to the photo on the wall and say, "The baby is really beautiful, which truly reproduces the intimate conversation between the teacher and the child. The creation of wall decoration has become an effective means of kindergarten education and teaching.

3. Give an example to illustrate what an invisible course is.

Hidden courses generally refer to potential courses. Potential curriculum refers to the teaching practice and results that are not specified in the curriculum plan and school plan, but belong to a regular and effective part of school education, and can be regarded as hidden, unplanned, unclear or unrecognized courses.

For example, ordinary children's handicraft classes, making small crocodiles. In fact, it is not a simple manual operation, but contains a series of "hidden contents". Children are observing the main characteristics of crocodiles (which is also the focus of skill teaching), and let them express their "emotions" about crocodiles (internal emotional management in the manual process), and then complete their initial perception of crocodiles through different visual and auditory senses.

(3) The invisible course refers to the extended reading of the school:

The multiple functions of potential courses to individuals, society and culture. The latent curriculum has the functions of personality cultivation, political socialization, recessive cultural transmission and curriculum expansion.

It has the functions of revising and reorganizing the previous curriculum theory and practice, and extending and expanding the connotation and extension of the curriculum. However, the function of potential courses is not equal and is not inherent.

4. Hide the noun explanation of the course

The noun explanation of hidden curriculum is:

Hidden courses are also called potential courses. Potential curriculum refers to the educational practice and results that are not clearly defined in the curriculum items and school plans, but belong to the regular and effective part of school education, and can be regarded as hidden, unplanned, unclear or unrecognized courses.

The ideological origin of potential learning can be traced back to "simultaneous learning" proposed by Dewey in the 1920s and 1930s. He believes that students' learning is not only formal learning, but also "synchronous learning" emotionally. Since then, Ke Qubo put forward "companion learning", that is, the acquisition of students' attitudes, ideals, emotions and interests. The concepts of "synchronous learning" and "accompanying learning" have touched on potential curriculum problems.

(4) invisible courses refer to extended reading in schools:

Due to the different standards of division, the research on the content and scope of potential courses presents diversity. From the perspective of spatial scope, it can be divided into macro and micro levels.

Macro-research is a minority view in China, which holds that potential courses include school education, family education and social education, including environment, atmosphere and ethos. This view has been criticized because it extends the potential curriculum beyond the scope of its upper concept curriculum.

Micro-research is that potential courses are limited to the scope of school education and form diversified types. Mainly from the perspective of cultural types, it is considered that the contents of potential courses include: concrete culture, intangible culture and material culture; Material culture, institutional culture and non-institutional culture, way of thinking and values formed in interpersonal communication in schools.

5. What are the potential courses?

Also known as the hidden course, it was first proposed by Jackson in 1968.

There are three representative views on the nature and function of potential curriculum, which come from the phenomena of structural function theory, hermeneutics and social criticism.

According to the structure-function theory, potential curriculum is the knowledge, norms, values or attitudes that are not included or different or opposite in the formal curriculum that students acquire intentionally or unintentionally in the school environment. It plays a positive role in students' learning and socialization, which may be more important than formal courses.

Phenomenology-hermeneutics holds that potential courses rely on school environment \ to guide students to awaken their self-awareness through teacher-student communication, so as to successfully participate in the meaning construction process of the life world. From the perspective of learning content, potential courses mainly refer to emotional learning related to students' individual life. As far as function is concerned, phenomenology-hermeneutics pays more attention to its positive role in promoting students' awakening of subjective consciousness, and thinks that it has the function of stimulating imagination, criticism and creativity.

Social criticism pays more attention to the criticism of the ideology behind the learning content, and holds that a complete curriculum system embodies the values \ social power structure and ideology of a certain class, so the potential curriculum behind the curriculum may have negative functions, and it is precisely because of the existence of the potential curriculum that the basic functions of education and cultivating perfect personality cannot be played normally.

6. What is a hidden course? Talk about its function and influence on students with practice!

Abstract: With the rise and development of online education, people have devoted great enthusiasm to the setting of online courses. The influence of explicit courses on students has become the main focus of attention, while the influence of implicit courses on students in online teaching has been ignored. Paying attention to the influence of hidden courses on students should be a subject worthy of serious study in online teaching.

[Keywords:] network teaching hidden courses

Hidden course, also known as hidden course, was first proposed and studied by American educational sociologist Jackson in Classroom Life in the late 1960s. At present, in some western countries, hidden curriculum has gone beyond the research field of curriculum theory and extended to the fields of educational philosophy, sociology, psychology and distance education. In recent years, China scholars have also begun to pay attention to hidden curriculum. It is generally believed that students not only study under the arrangement of the school or the guidance of teachers, but also are influenced by the institutional characteristics, school atmosphere, campus culture and collective life of the school. Conscious and planned teaching may sometimes produce opposite and unconscious learning results. Teaching content will also be influenced by social values and ideology. School norms and systems will also reflect certain values. People think that these factors act on every student in school life in a hidden, potential and penetrating way, which not only affects students' learning situation, but also affects students' personality development and perfection. At present, although great progress has been made in online education in China, most institutions offering distance education focus on establishing schools, enrolling students, making courseware and expanding their scale. Society and students are more concerned about the explicit contents such as what courses to offer, the charging situation, the teaching and learning methods, and the learning results, and less concerned about some hidden things, such as social values, the selection and organization of teaching content, and the quality of teachers in online teaching. Therefore, some online colleges only care about how to achieve the predetermined goals in the most economical and effective way in the teaching process and how to control the teaching results more effectively, so as to pay more attention to the standardization, rationalization and socialization of the curriculum, emphasize the controllability of the curriculum goals, and ignore the potential impact of the curriculum on students. Because the hidden curriculum and the explicit curriculum together constitute a complete educational curriculum, this paper attempts to express some superficial views on the hidden curriculum in network teaching from the nature, characteristics and functions of the hidden curriculum, hoping that the hidden curriculum can attract the attention of the network education community.

The essence and characteristics of hidden curriculum

In the process of education and teaching, when teachers and students interact or engage in other activities, it will produce some unconscious and unpredictable results for students. As a by-product of students' education, this result is inevitable, just like the side effects of drugs in pharmacology. This "side effect" is unconscious, so some people define the hidden curriculum as "the experience that students unconsciously gain in the school situation". American scholar Jackson believes that students not only learn cultural knowledge such as reading, writing and arithmetic from school life, but also gain psychological growth such as attitude, motivation and values. These things are not only obtained from academic courses, but passed on to children by non-academic aspects of the school in a dark, latent and indirect way. If this kind of informal cultural communication is called hidden curriculum, then the current understanding of hidden curriculum generally refers to the relationship between teachers and students, ability grouping, classroom rules, metaphorical teaching materials, gender differences of students, classroom rewards and other elements that constitute students' informal learning, and its influence on students is unconscious, hidden and unexpected. Hidden curriculum has the following characteristics:

(1) potential. In the process of students' learning, school activities (mainly teaching activities) inevitably have some potential effects while exerting their explicit effects, so that students can unconsciously or unconsciously accept their hidden effects.

(2) unexpected. Generally speaking, the influence of hidden courses on students is unexpected, that is to say, teachers, educational administrators and educational countermeasures do not anticipate or anticipate the potential influence of these factors on students when they teach, manage and respond to students. Of course, this unexpected influence can be divided into positive and negative.

(3) Diversity. The educational process is varied and colorful. Different teachers, different course contents and different management systems will not only have obvious influence, but also potentially affect students' thoughts, behaviors and consciousness, so there are various hidden courses in the education process.

(4) it is not easy to detect. Although people presuppose the consequences of an activity before they engage in it, it is impossible to imagine all the results of the activity. Therefore, it is impossible to completely predict some subtle changes in the subject and object during the activity. Specific to the education process, there are many things that teachers and students are unaware of in common activities, but they do affect students in some way. For example, the teacher's attitude towards a certain course, every move in class, every word and deed will affect students' learning of this course.

Second, the hidden courses in online teaching

Looking at the hidden courses in online teaching in China, the author thinks that there are many aspects that have an impact on students. For example, entrance guidance, specialized elective courses and student status management will all affect students' views on online education, thus affecting students' learning interest and learning quality, and ultimately affecting the rise and fall of a network institution.

(1) Interpersonal communication in online teaching affects students' way of thinking, values and behavior.

Interpersonal communication has great educational potential. Network teaching, like other human activities, is also carried out in communication, but its communication has more virtual elements. Group communication has a great influence on individual's cognitive style, values and behavior style. Specific to online education, interpersonal communication mainly refers to the communication between teachers and students, and between students and students. The particularity of network teaching, that is, the quasi-permanent separation between teachers and students, brings certain difficulties and obstacles to interpersonal communication. However, the establishment of harmonious interpersonal relationships between teachers and students and between students is an important content of hidden courses.

Under the computer network teaching mode, teachers must realize that they are no longer the "knowledge center" in traditional teaching, but the instructors and helpers of students' learning, because the information provided by the network is far greater than the knowledge that teachers have. Due to the separation of time and space between teachers and students in online teaching, students lose face-to-face guidance in the learning process, and may not know how to start with the overwhelming knowledge and information, nor how to find useful content for learning courses. If teachers still think they are the authority and center of knowledge, and continue to carry out teaching activities according to the traditional teaching mode, instilling teaching and instilling in students, students' attention will shift to other places, thus affecting the interest and quality of learning. Therefore, teachers must fully realize the change of their roles, actively act as collaborators and helpers of students, not only impart knowledge, but also help students learn from ideological, aesthetic and cultural aspects to improve their self-discipline level. In addition, teachers should help students choose effective learning methods and guide them to learn correct methods so as to make full use of online materials and improve their own quality in an all-round way. Only in this way can we help students in subject knowledge and guide them with their correct behavior.

In traditional education, teachers and students get along with each other day and night, so they can communicate and understand easily. Online learning greatly reduces the opportunities for face-to-face communication between teachers and students. The communication between teachers and students is mostly carried out through computers, such as teachers' understanding of students' learning situation and evaluation of homework. This requires teachers and students to prepare in advance when communicating online, so as to ensure the theme of communication and better communication effect. On the contrary, if teachers respond hastily and don't give timely and accurate feedback to students' demands, then the image of teachers will be greatly discounted in students' minds.

The interaction between students in online teaching is no longer limited to classrooms and schools, but extends to families and society. The group influence in the network mainly refers to the influence between netizens in learning, values and ideology. Individuals generally know themselves through interaction with people around them, and then form a small group with people with similar attitudes and interests. This group has a great influence on students' academic performance, personal ambition and personality. In the network, peer groups interact by sending emails and chatting online. On the one hand, they discuss problems together and solve doubts with each other in their common study, and these obvious influences can be noticed by everyone. On the other hand, in group communication, peer's ideas, study habits, study methods and views on life and society will also have a certain influence on each other, which is often subtle and easily ignored by teachers, especially teachers in online teaching. This influence is both positive and negative. This requires teachers to guide and guide them to develop in a positive direction.

(B) the impact of curriculum and content arrangements on students

First of all, in traditional school education, curriculum setting, content selection and arrangement can not get rid of the influence of the social values and cultural system that has been formed, and so can online education. When setting up their own courses, all institutions start from a certain social and philosophical view, and then consider the existing equipment, funds, needs and interests of society and students. In this process, it will unconsciously convey the values and ideology that meet the social requirements.

At present, the courses of online education colleges in colleges and universities are mostly liberal arts and popular majors, such as finance and economics, law and so on. There are too many senior high school entrance examination and college entrance examination courses in primary and secondary schools, and a large number of exercises and simulation questions are filled with them. All this implies the needs of society to students and lays a "net" that meets the social requirements. What students know and learn online is the content stipulated by the society, which is a utilitarian and practical course, which relatively limits students' choice, as well as their all-round development requirements and interest needs. This also implies the mentality of some online education institutions for quick success and instant benefit from another aspect.

Secondly, with the rapid development of science and technology, new learning resources are constantly emerging, which provides favorable conditions for the setting and content selection of online courses. But at present, the content of our online courses is mostly in the past, relatively old and rarely updated. Some majors are difficult, which is not conducive to self-study. Some professional teaching materials are poorly compiled, the content is outdated and the curriculum resources do not match. This is also one of the reasons why many students lose interest in online teaching.

Thirdly, learning under the network environment should pay attention to students' autonomous learning, so online courses should not only provide online learning materials, but also strive to improve students' autonomous learning ability, so that courses can stimulate students' interest and enthusiasm in autonomous learning. At present, most online courses focus on imparting knowledge. Most of the courses are simple text textbooks or demonstrations of teachers' lecture notes. The teaching method that the lecturer sits in front of the camera and the students sit below and watch the teacher's "big head" is still the main online teaching method in many online schools. This not only does not conform to the cognitive law of learners, but also makes students lose interest in learning, and also has a negative impact on the lecturers, thus failing to guarantee the teaching quality.

With the advent of the information age and the development of lifelong education, the people we want to cultivate today are people with rich personality and complete personality. In order to maintain the integrity and perfection of personality, students must be educated as a whole, especially the role of irrational and illogical factors outside the formal curriculum. Potential courses can play a unique role in this respect. Therefore, in the teaching of online courses, people should not only pay attention to the cultivation and improvement of students' cognition and rationality in the aspect of explicit courses, but also pay attention to the influence of implicit courses on students' personality.

7. What's the difference between explicit courses and implicit courses?

Implicit curriculum and explicit curriculum belong to the lower concepts of curriculum. Logically, they should be incompatible in connotation, and their sum should be equal to the extension of curriculum concept in extension. From this principle, we can easily find that if the implicit curriculum and explicit curriculum are defined by whether the experience gained by students is academic or non-academic, then their extensions are compatible.

It is not an extension of GAI to distinguish hidden courses from explicit courses by educators' intentional or unintentional, planned or unplanned; If the hidden curriculum is defined as campus culture and unexpected learning achievements, it is beyond the connotation of the curriculum. Because students' experience (whether academic or non-academic) in school can hardly be said to be given by explicit courses, nor can it be said to be obtained by invisible courses. People's learning itself is a kind of overall behavior and cannot be separated.

Any course is planned. If something can't be planned, then at least it's not a process, it can only be called accidental influence. The difference between the two lies not in the results, planning or existing environment, but in the acceptance mechanism of students and the presentation mode of teachers.

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Explicit curriculum: an obvious feature is planning. It can be said that planning is the main symbol to distinguish formal courses from informal courses.

Specific content: The subjects included in the teaching plan, that is, the knowledge system of each subject, are the main body of cultural communication. Subject curriculum systematically organizes human cultural knowledge in different fields, occupies a very important position in school education, is the main body of curriculum structure, and is the main basis for cultivating talents.

Hidden curriculum is an informal and unconscious school learning experience that is not clearly defined in school policies and curriculum plans. As opposed to "explicit curriculum". Relevant educational practices include: ability grouping, teacher-student relationship, classroom norms and processes, implicit teaching materials, gender differences among students, class reward structure, etc. Its effect is reflected in political socialization, the acquisition of values and cultural morality, the formation of power concept, the deepening of class differences and so on. Gao Erdun, an American scholar, was the first to pay attention to the informal system that influenced the teaching content. In his middle school social system, he believes that the individual behavior of middle school students is related to their position and role in the school.

1 Conceptually hidden course. Including the ideology hidden in the explicit curriculum, the school spirit and style of study, the educational thoughts, values, knowledge, teaching style and teaching guiding ideology of leaders and teachers.

2 material hidden curriculum. Including school buildings, classroom layout, campus environment and so on.

3. Institutional hidden courses. Including school management system, school organization, class management mode and class operation mode.

8. Empty courses and hidden courses in pedagogy are not the same concept, are they? What do you mean, respectively?

Blank courses refer to the courses vacated by schools by compressing existing regular courses. The so-called hidden curriculum refers to all factors that have a subtle educational effect on students from the aspects of campus environment, campus tradition, rules and regulations, interpersonal relationships and so on.

"Empty curriculum" is a concept put forward by E.W. Eisner, a famous American aesthetic educator and curriculum expert, and it is a unique perspective for thinking about curriculum problems. When we think about curriculum problems, we often encounter a question: Why did the school and society choose the existing curriculum and institutionalize it in the curriculum reform, while excluding other courses? Those courses which are excluded from the school curriculum system intentionally or unintentionally by the school and society in the course of curriculum reform are called "empty courses" by eisner. Some "empty classes" are consciously rejected by schools and society for certain needs, and some "empty classes" are caused by the influence of customary forces and the failure to realize their values. Eisner profoundly discussed the importance of "empty curriculum" from two aspects: psychological process and content field. From the perspective of people's mental process, in the existing curriculum goals, cognitive goals are valued, while emotional and motor skills goals are weakened, and many corresponding courses become "empty courses". Even cognitive goals tend to emphasize the importance of Chinese and mathematical logic in cognitive development, but they don't know that courses that focus on intuition and perceptual ability play a decisive role in cognitive development. However, such courses have also become "empty courses". Eisner analyzed from the perspective of content field that many courses which are extremely important for human development have no place in the current curriculum system and become "empty courses". As far as the same content field is concerned, eisner also analyzed that many important contents were intentionally or unintentionally excluded from the subject and became "empty courses". Therefore, in the curriculum reform, we should not only consider the rationality of the current actual curriculum, but also consider the "empty curriculum" in school education and its causes, so as to enhance the purpose and rationality of the curriculum reform.

The word "hidden curriculum" is defined by the Educational Dictionary published by China as an informal and unconscious school learning experience that is not clearly stipulated in school policies and curriculum plans, as opposed to an "explicit curriculum".

There are many similar names in the research, such as hidden courses, potential courses, informal courses, undiscovered courses and unexpected courses. It means that students unconsciously gain ideological content and cultural influence such as experience, values and ideals in the school situation. It can also be said that it is a course presented in an indirect and implicit way in the school situation. It is unexpected, potential, diverse and imperceptible.