Abstract: There are many similarities between recessive moral education and magnetic field. They are invisible, but in fact they are tangible. They always play a role anywhere. They also have the functions of magnetic field source, magnetic field, magnetic radiation, magnetic induction and magnetic resonance. The author calls the magnetic field source, magnetic field, magnetic radiation, magnetic induction and magnetic resonance of recessive moral education as recessive moral education source, recessive moral education city, friction radiation, recessive induction and recessive resonance, and tries to explore the mechanism of recessive moral education with magnetic field theory in order to enhance the effectiveness of recessive moral education and improve the effect of moral education in colleges and universities.
[Paper Keywords] hidden moral education hidden moral education source hidden moral education field hidden radiation hidden induction hidden resonance
First, implicit moral education and magnetic field theory
(A) Implicit moral education
The so-called recessive moral education means that the educators' educational intention and purpose are clear and explicit, but the educational means adopted are hidden, and the content and purpose of education are hidden in various activities and carriers, in a friendly and unrestrained atmosphere. Educated people do not feel that they are in the position of educated people, but are willing to accept the ideas of educators, so as to achieve the expected goals of educators. One of the most essential characteristics of implicit moral education is that it is not mandatory, but depends on students' own experience and feelings to receive education. It permeates all aspects of college students' daily life, gradually produces cumulative effects through bit by bit accumulation, and then internalizes their own ideological and political qualities through their own subjective choices to guide their own behavior in real life.
(2) Magnetic field theory and its characteristics.
Field is the basic form of matter, which has energy, momentum and mass. The interaction between objects depends on related fields. The concept of "field" was first put forward by Faraday, a British physicist in the19th century. He believes that there are so-called electric fields, magnetic fields and gravitational fields in the physical world. All the elements in the field will be condensed and resonate with each other because of some form of force, and the elements in the field will influence each other. They either attract each other or repel each other. This mutual traction is influenced by factors such as the size, mass and position of components. The unified field theory holds that "field" is the whole of interdependent facts, that is, the temporal and spatial distribution of a certain "action" or "quantity", and its essential feature is the dialectical unity of radiation and absorption.
Magnetic field is a special substance, which is generated around magnetic poles and current. The magnetic field has a strong influence on the magnetic poles and currents in the magnetic field. So magnetic field refers to the field that transfers magnetic force between objects.
The magnetic field has the following characteristics:
1. directivity. The small magnetic needle at any point in the magnetic field points to the N pole of the static magnetic field, and the direction of the magnetic field in the magnetic field points from the N pole to the S pole, which has a clear purpose directivity and attraction tendency.
2. Functionality. The magnetic field has a great influence on the current in the magnetic pole and the magnetic field. Performance in the role of magnetic radiation, magnetic induction, magnetic resonance.
3. continuity. That is, the effect of magnetic field on the matter in the field is uninterrupted, including both temporal continuity and spatial continuity.
(C) Implicit moral education and magnetic field theory
Magnetic field has the functions of magnetic field source, magnetic field, magnetic radiation, magnetic induction and magnetic resonance. There are many similarities between hidden moral education and magnetic field. They seem to be "invisible", but in fact they are "tangible" and play a role everywhere. Based on the magnetic field theory, we might as well assume that hidden moral education also has the functions of magnetic field source, magnetic field, magnetic radiation, magnetic induction and magnetic resonance, which are called hidden moral education source, hidden moral education field, hidden radiation, hidden induction and hidden resonance.
The source of magnetic field is the object that produces magnetic field force, and magnetic field is the space and scope of magnetic field action. Magnetic radiation means that the magnetic field constantly transmits energy to the outside world, while the objects in the field constantly absorb energy. Magnetic induction means that the magnetic field has a strong influence on the magnetic pole and current. Magnetic resonance refers to the phenomenon of maximum energy absorption and vibration when the frequency of the magnetic field is the same as that of the objects in the field. These five aspects influence each other and are interrelated. Magnetic radiation is a process in which the magnetic field releases energy and the objects in the field absorb energy. In the recessive moral education, the recessive moral education source is constantly transmitting energy to the outside world, and individual people are constantly absorbing energy, so as to obtain morality from the heart and realize moral education. When the frequency of the magnetic field is the same as the frequency of the objects in the field, the radiation energy reaches the maximum and produces the maximum effect, which is the best effect that our moral education should achieve, that is, resonance. Magnetic induction is the effect of the magnetic field on the magnetic force and current in the magnetic field, while "implicit induction" is the subtle effect of individuals in hidden courses, cultural traditions and environmental situations.
Therefore, there are many similarities between implicit moral education and magnetic field theory. The author tries to explore the mechanism of recessive moral education with magnetic field theory to enhance the effectiveness of moral education in colleges and universities.
Second, the "hidden moral source" of hidden moral education
(A) hidden education and hidden moral education
Implicit education refers to a way of ideological and political education that hides the purpose of education and permeates educational factors into informal education carriers with educational functions such as environment, culture, network, entertainment, public opinion, system, management and service. And mainly through non-cognitive psychology to guide educational objects to gain educational experience. From the extension point of view, hidden education covers three important and basic aspects: hidden courses in classes, hidden factors contained in formal courses, moral infection in large-scale activities, cultural traditions with material culture, institutional culture and spiritual culture as the main contents, and environmental situations with materialized buildings, cultural facilities and network environment as the main carriers. Generally speaking, its extension mainly includes hidden curriculum, cultural tradition and environmental situation. Implicit moral education is also mainly based on implicit moral education courses, cultural traditions and environmental situations, and guides students to acquire physical, mental and personality development, values, ideals and beliefs and moral concepts through experience and sharing.
(B) Magnetic field source and "hidden moral education source"
A magnetic field source is a substance that produces a magnetic field. "Hidden moral education source" is the material that produces hidden moral education function. The recessive moral education we analyzed above is mainly based on recessive moral education curriculum, cultural tradition and environmental situation. Therefore, the "hidden moral education source" of hidden moral education mainly exists in these three fields: hidden moral education curriculum, cultural tradition and environmental situation. Let's analyze these three "hidden sources of moral education" one by one.
1. Hidden moral education course. Hidden moral education courses include hidden moral education courses in classes, hidden moral education factors in formal courses and moral infection in large-scale activities. Hidden moral education curriculum lurks behind the explicit curriculum, and acts on the educated in an indirect, hidden and potential way. At the same time, the hidden moral education curriculum is not only widely hidden behind the purposeful moral education activities of the educated, but also widely hidden in all educational environments, systems and atmospheres, and even widely hidden in the whole school life of the educated, with a wide range of functions.
2. Cultural traditions. Cultural traditions include humanistic factors such as school motto, school spirit, teaching style, study style and system, which subtly infect students. If properly guided, they will play an active role in moral education. The first is the school motto. School motto is our idea and thought of building a university, which can leave a deep impression on students. The second is the school spirit, teaching style and study style. School spirit, teaching spirit and study style are integrated by implementing certain school-running concepts and policies. It is necessary to combine the development strategy and planning of the school and create a distinctive campus atmosphere according to the school's ideas and concepts. Classroom education is the main form of campus culture education, and teachers' words and deeds will directly resonate with the campus spirit among teachers and students. Therefore, it is necessary to carry out teacher's ethics education, formulate teacher's ethics norms and build a good teaching style. It is necessary to formulate and improve the code of conduct for college students and create a good learning atmosphere and style of study. The third is the system. The school system mainly includes the unexpected moral influence of leadership system, rules and regulations, leadership style and management mode in school education. School institutional culture is an important moral education resource. In educational practice, the influence of these factors on students' values and moral quality is universal, but it is often ignored. On the one hand, we should strengthen the democracy of the education management system. Students are the main body of all activities. The implementation of recessive moral education mainly depends on students' acceptance mechanism. At present, although the rules and regulations of colleges and universities are relatively perfect, the management effect is not obvious. The main reason is that in the process of formulating rules and regulations, colleges and universities often only pay attention to the scientific and normative nature of the system, while ignoring the feasibility of the system and the active participation of students as moral subjects. On the other hand, it is necessary to improve the fairness in the implementation of education management. In schools, the personality factors of educational administrators, including educators' morality and sense of justice, are the most important factors that determine students' moral development. Therefore, improving the fairness of system implementation in education management is not only the objective requirement of education legalization, but also the inevitable need of college students' moral healthy development. This is the recessive moral education function of institutional culture in colleges and universities.