Fu Wenzhong

(School of Politics and Law, Foshan Institute of Technology, Foshan 528000, Guangdong)

Abstract: Recessive moral education courses can effectively play a role in the formation and development of students' moral character. It is latent and indirect; Extensiveness and openness; Concealment and permeability; Unpredictability and duality; Comprehensive and profound characteristics. It has the function of cognitive guidance for students; Emotional edifying function; The reconciliation function of will; Normative function of behavior. The construction of hidden moral education courses in colleges and universities can optimize the material and spiritual cultural environment of campus, improve students' moral level and help to complete the mission of moral education.

Keywords: colleges and universities; Moral education; Hidden curriculum

China Library Classification Number: G423 Document Identification Number: C

About the author: Fu Wenzhong (1969—), a native of Hainan Province, a lecturer at the School of Political Science and Law of Foshan University of Science and Technology, with a master's degree in law, mainly engaged in sociology and ideological and political education research. Curriculum is produced and developed for cultivating and educating people. Educating people is the inherent function of the curriculum, while moral education is a curriculum with the essence of cultivating students' virtue. At present, there are many kinds of moral education courses in colleges and universities, but dominant ones are moral education courses. The contradiction between the cognition of explicit moral education curriculum content and the understanding of the internalization process of moral education content leads to the inefficiency of moral education curriculum implementation in colleges and universities at present. Therefore, colleges and universities should strengthen the construction of hidden courses while perfecting explicit moral education courses.

First, the understanding of hidden courses

(A) the meaning of hidden curriculum

Since the American scholar Philip W. Jackson first put forward the concept of "hidden curriculum" in his book "Classroom Life" 65438-0968, concepts such as spontaneous curriculum, hidden curriculum, intangible curriculum and informal curriculum have appeared in the curriculum field, which has set off a worldwide upsurge in the study of hidden curriculum. With the deepening of the research on the hidden curriculum of moral education, scholars at home and abroad have discussed the concept of "hidden curriculum" from different angles. According to the authoritative encyclopedia of international education, hidden courses refer to various elements that form students' informal learning. These elements are not clearly defined in the school curriculum manual. They are regarded as a part of hidden, unintentional or even unrecognized school life experience, but they often have an effective impact on students.

According to the definition of hidden curriculum, we think: 1. As a part of curriculum, hidden curriculum belongs to school culture. [1] (74) First of all, because "curriculum" is a subordinate concept of "education", as a "derivative" of education and a means to reflect educational requirements, curriculum should have all the attributes of education, namely, purpose, direction and planning; Secondly, in the field of pedagogy, curriculum refers to the educational content standardized according to the educational purpose and its specific educational objectives, and the "educational content" in the definition should refer to culture. 2. In the extension of the concept, the hidden curriculum is a subordinate concept of the curriculum and an important part of the curriculum. The curriculum in pedagogy is strictly a "school curriculum" and is offered within the school, so the hidden curriculum is influenced by the school life experience outside the explicit curriculum, excluding the influence of family and society. 3. Hidden curriculum, as a kind of "hidden, unintentional and even totally unrecognized school life experience", does not directly point to the subject content, but tends to be non-academic. 4. Implicit curriculum is a concept opposite to explicit curriculum, which together constitute the school curriculum system.

(B) the characteristics of hidden courses

Compared with the explicit moral education curriculum, the recessive moral education curriculum has the following characteristics.

1. the potential and indirectness of the mode of action

The potential of action mode is the most fundamental feature that distinguishes hidden moral education courses from explicit moral education courses. Explicit moral education course is carried out through formal teaching, which has a direct and explicit influence on social roles; Hidden moral education curriculum is hidden behind the explicit curriculum, which acts on the educated in indirect, hidden and potential ways.

2. Universality and openness of the course of action.

At present, the implementation of explicit moral education courses in colleges and universities is a relatively closed system. Although there are many ways, there are three ways to sum up: first, political courses and ideological and moral courses of various names implemented by ideological and political teachers; Second, teachers' ideological and moral education in various cultural classes; Third, the moral education work of school administrators, counselors, class teachers and various organizations. Compared with explicit moral education courses, implicit moral education courses are more extensive and open. Hidden moral education curriculum is not only widely hidden behind the purposeful moral education activities of the educated, but also widely hidden in the system and atmosphere of all educational environments, and even widely hidden in the whole school life of the educated.

3. Indirectness and permeability of the course of action

The explicit moral education curriculum in colleges and universities has a very clear purpose, both in the overall curriculum and in the specific operation. When educators implement explicit moral education courses, they will also convey the purpose of the courses to students in various ways. When students receive hidden curriculum education, although they have cognitive participation, they are more involved in non-cognitive psychology such as emotion and interest, which often penetrate into the educated through unconsciousness. "Unconsciousness" refers to people's realistic cultural and psychological structure, that is, people's mental state and psychological set without ideological processing. [2] Implicit moral education curriculum is to penetrate into the deep heart of the educated and realize the educational function through students' unconscious intake mechanism.

4. Unpredictability and duality of the effect

On the one hand, clarifying the directness of purpose and mode of action makes the explicit moral education course more operable. On the other hand, educators can effectively control and adjust the whole teaching process through students' reflection, so as to make explicit courses more controllable and achieve the best educational effect. Therefore, the explicit curriculum has stronger anticipation. Because the hidden curriculum acts on the educated in a potential and indirect way, the educated are unconsciously affected, which is difficult to predict and estimate. Therefore, the effect of hidden moral education curriculum is unexpected, and its unexpected effect is accompanied by the duality of its effect, that is, the influence of hidden curriculum on students may be both a positive influence to promote students' good moral quality and a negative influence to prevent students from forming a sound personality.

5. Comprehension and profundity of the action results.

Explicit moral education courses often emphasize teaching students "knowledge about morality" and ignore students' internalization mechanism. Dewey distinguished two concepts in the book Moral Principles in Education: the concept of morality and the concept of morality. The so-called "moral concept" means "seeing the effect in action, making the behavior change" and making it "a part of personality"; And "about moral concepts" is an education that directly teaches moral knowledge, also known as intellectual morality. Dewey believes that this kind of education is "even the best, but the quantity is relatively small and its influence is relatively weak" [3]. Therefore, the content of moral education (including world outlook, outlook on life, historical outlook and values, etc. Only through the special experience and understanding of the mind can it be internalized into students' moral concepts and restrain their behavior. Recessive moral education curriculum caters to this feature imperceptibly. Although students participate in hidden moral education courses, they are more involved in non-cognitive psychology such as emotions, attitudes, values and interests, which is a result of students' inner understanding. The influence of hidden courses on students is often not only at the cognitive level, but also internalized into students' deep moral qualities and accomplishments such as emotion, will, personality and values. Therefore, its influence is very lasting and profound, even affecting students' life.

Second, the composition and function of hidden curriculum

(A) the elements of hidden curriculum

From the analysis and classification of the existing forms of hidden moral education courses, hidden courses in colleges and universities are mainly composed of the following elements.

1. The teaching form of "Two Courses" and the hidden moral education in teaching activities of various disciplines

Curriculum teaching is the carrier of implicit moral education curriculum in teaching form. Teaching is the basic way to implement education and the center of school work. In the teaching activities of "two courses" and various subjects, students will unconsciously acquire non-subject knowledge while learning and acquiring expected subject knowledge, which will spontaneously affect students' values, attitudes, emotions, interests, will and beliefs and promote the formation and development of students' moral character. The moral education factors hidden in various formal moral education courses and teaching contents of various disciplines are potential, mainly including teaching guiding ideology, teachers' personality model, teachers' expectations, teacher-student relationship, teachers' ways of transmitting information and ways of rewards and punishments in the teaching process. [4] These factors have a profound influence on students' ideology and morality in a subtle way.

2. Moral education courses hidden in activities, hidden moral education courses are the form of activities.

Active moral education curriculum is the carrier of implicit moral education curriculum in active form. Activity moral education curriculum refers to party group activities, class activities and theme activities with predetermined purposes, contents and functions in schools. In the active moral education course, students actively participate in activities as the main body, which is similar to the hidden moral education factors in the specialized cognitive moral education course. Specialized activity moral education curriculum also hides various hidden moral education curriculum factors, such as the organizer's idea behind the activity purpose, the organizer's strategy behind the activity organization model, and the participants' own understanding during the activity.

3. Hidden moral education courses in campus material form.

Campus physical environment is the material carrier of hidden moral education curriculum. The campus material environment mainly refers to the campus culture created by school buildings, cultural facilities, ecological environment, class environment and various badges, signs, costumes and other material forms. From the design of teaching buildings, office buildings, dormitories and other school buildings, to the layout of cultural and entertainment facilities such as libraries, gymnasiums, swimming pools and dance halls, to the protection of the ecological environment of one mountain, one water, one grass and one tree on campus, to the space layout of class classrooms, the rendering of blackboard posters, the creation of school flags, school emblems, school uniforms and school songs, all show the ingenuity of builders and educators, and all imply a lot of educational factors.

4. The recessive moral education process of the institutional form that permeates the school institutional culture.

School system is the carrier of implicit moral education curriculum in the form of system. System is regulation, which is a system of rules and regulations to maintain various social relations. School regulations, norms and organizations are the characteristics of school education structure, and they also have moral education effects on students in a subtle way. Specifically, it includes the organizational structure of the school, the ideas and methods of leadership, the teaching management methods and evaluation system, the management system of student dormitory life, the arrangement of all student activities, and the soundness and rationality of the rules and regulations themselves. The influence of these systems on regulating students' behavior is extremely complicated. [5]

5. Infiltrate the hidden spiritual moral education process of campus life.

The hidden moral education curriculum of spiritual form often has no specific carrier. In space, it permeates every corner of the school campus, and in time, it permeates every link of campus life. Mainly through two levels with different depths. First, the profound cultural heritage comes from the common practical activities of school members and has undergone historical accumulation, selection, cohesion and development, such as the school's school-running philosophy, goals, school spirit and so on. Second, explicit psychological culture, including public opinion environment, community relations, individual relations, leisure ways with campus characteristics, extracurricular cultural and sports activities and so on. The specific cultural and psychological content in the school reflects the historical tradition, spiritual outlook and common pursuit and value orientation of the school members. It acts on students through psychological means such as infection, suggestion and imitation, which makes the school campus form a huge psychological field and has an irresistible effect on every member. [4]

(B) the function of hidden curriculum

The characteristics and structure of recessive moral education courses determine that recessive moral education courses play an irreplaceable role in the process of moral education in colleges and universities, mainly including the following aspects.

1. Cognitive orientation function

Moral understanding is the individual's understanding of moral norms and their implementation significance, and moral understanding is the basis of moral formation. Hidden curriculum affects students' study and life through all kinds of complicated and diverse factors analyzed earlier. School activities, school environment, school system and school atmosphere all provide students with a cognitive reference system, guide them to distinguish right from wrong, enhance their moral judgment ability and help them form correct values and scientific outlook on life.

2. Emotional edifying function

Moral emotion is an emotional experience about whether people's behavior, manners, thoughts and intentions conform to social moral norms. Moral emotion has a regulating function, which affects the formation and tendency of moral cognition. The formation of moral emotion is spontaneous and situational, and the characteristics of hidden curriculum, such as potential, permeability and unintentional, are in line with this characteristic of moral emotion. Therefore, compared with explicit moral education courses, implicit moral education courses have a more profound impact on the formation of moral feelings. Students are bathed in the university campus with strong academic research atmosphere, profound cultural background, elegant environment and persistent spiritual pursuit, and a sense of freshness, comfort and beauty naturally arises, which purifies the soul, cultivates sentiment and sublimates feelings.

3. The reconciliation function of will

Moral will is a process in which a person consciously overcomes difficulties to achieve a predetermined moral goal in order to achieve a certain moral motivation. Students' moral will is formed by long-term tempering in daily life, and it is an internal force to regulate moral behavior. It is usually manifested in two forms: aggression and self-control when achieving moral goals. The function of recessive moral education course in students' will tempering is mainly manifested in two aspects: first, it stimulates students' fighting spirit through spiritual encouragement such as school spirit and study style, and urges students to make positive progress in realizing moral education goals; The second is to form a strong internal driving force through the compulsory way of relevant school rules and regulations, so that students can yield intentionally or unintentionally and gradually learn perseverance and self-control.

4. Normative function of behavior

Moral behavior is all kinds of behaviors taken under the control of certain moral consciousness. People's moral outlook is finally expressed and explained through their moral behavior, which is the external expression of people's moral consciousness and an important symbol of students' ideological and moral level. The setting of the school's material and cultural environment, the management of institutional culture and the creation of spiritual culture are all permeated with the school's moral requirements and educational will, which create potential motivation and pressure on students through psychological mechanisms such as suggestion, public opinion, conformity and expectation, and play an important role in restraining students' behavior.

Third, the construction of hidden courses in colleges and universities.

(1) Strengthen the combination of explicit moral education courses and implicit moral education courses, and develop potential implicit moral education courses in classroom teaching.

Moral understanding is the basis of moral formation, and the level of moral understanding directly affects the moral level. When a person acts according to social norms, he must first understand these moral norms, master a series of concepts, make corresponding moral judgments on the correctness of certain behaviors, and finally form a moral concept system. Therefore, in the process of moral education in colleges and universities, explicit moral education courses are essential. However, only paying attention to the implementation of explicit moral education curriculum is far from enough. Because moral education is an activity of inheriting human spiritual and cultural achievements, teachers can guide students to think, but teachers can't think instead of students, and teachers can't "package" moral education content directly into students' heads. In other words, moral education, including world outlook, outlook on life, outlook on history and values, comes from social life. Only through the special experience and understanding of students' minds can it be internalized into students' moral concepts and restrain their behavior. In the process of moral education reform in colleges and universities, in order to achieve ideal results, we must strengthen the combination of explicit moral education courses and implicit moral education courses. Through the combination of the two courses, both conscious and unconscious psychological activities are brought into play, making moral education more effective.

(2) Deal with the contradiction between the scientific nature of the school system and the feasibility of the system, and give full play to the moral education function of the institutional culture.

Colleges and universities generally attach importance to the construction and improvement of the system. As a college (no matter what level), there will be a set of almost perfect management systems, management regulations, management manuals and so on. Such as teaching routine management system, student cheating punishment system, attendance system of public elective courses, dormitory management system, work and rest system, and separation of male and female students' management system. Student management manuals containing these systems are usually aimed at students. However, after the promulgation of these regulations and norms, why have many systems not achieved satisfactory results, and some systems even exist in name only? The main reason is that in the process of formulating rules and regulations in colleges and universities, we 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. Therefore, while constantly improving the school system, colleges and universities should fully embody the people-oriented spirit, give students the opportunity to design independently, cultivate students' habits and abilities of independent learning, independent inspection, independent supervision and independent evaluation, promote students' recognition of the school system, handle the contradiction between the scientificity and feasibility of the school system, and give full play to the moral education function of the institutional culture of colleges and universities.

(3) Coordinate the contradiction between economic interests, aesthetic values and cultural traditions, and optimize the material and cultural environment of the campus.

With the continuous expansion of enrollment and the vigorous development of university industrialization, the campus environment of colleges and universities has generally undergone earth-shaking changes. Some universities even spend money to build their own campus environment. Therefore, some campuses are as beautiful as gardens, some modern as shopping malls, and some magnificent as palaces, but the results are often even embarrassing. Although the school spends all its manpower, material resources and financial resources on campus construction, the teachers and students in it miss the simplicity of the campus in the past. Bold development and construction is sometimes a double-edged sword, which may cut off history and even its cultural foundation while opening up a new world. Therefore, when optimizing the campus material and cultural environment, colleges and universities should coordinate the contradiction between economic benefits, aesthetic values and cultural traditions, and create a beautiful campus with simple fashion, modern quietness, magnificent history and profound cultural heritage.

(D) to cultivate a distinctive and persistent campus spirit.

For a university, campus spirit often determines its status. Campus spirit comes from the promotion of non-institutional spiritual culture, which refers to the specific atmosphere and ethos in the school where every student lives, and is also the most permeable educational factor. It is manifested in the unique forms such as school motto, school song, school flag, school uniform and school history. And also through the democratic management style and work style of school leaders, the mental outlook of teachers and students, school spirit, study style, class spirit, collective public opinion, etc. It is the embodiment of values and personality recognized by teachers and students, and it is also a powerful spiritual force. Civilized, progressive, healthy, vigorous, distinctive and persistent campus spirit is the core of campus spiritual culture, which permeates the whole campus, embodies the spiritual atmosphere of school spirit and has the function of enlightening and influencing students. [ 1](77)

The moral education function of recessive moral education curriculum has duality. In order to achieve the ideal effect, we should consciously use its positive factors to control or eliminate its negative factors. Moral education in colleges and universities is a very complicated and arduous task, which requires educators' in-depth thinking and active participation. While continuously reforming explicit moral education courses, strengthening the construction of implicit moral education courses and expanding the content of moral education courses will open up new scope and vision for moral education in colleges and universities and promote its development.