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.
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.