西方“隐蔽课程”研究的探析

唐晓杰

西方“隐蔽课程”研究的探析

唐晓杰

华东师大教育系硕士研究生

*本文系硕士学位论文，导师为瞿葆奎教授。在撰写过程中，得到施良方讲师的热情指导，深致谢意!—作者
① Kohlberg, L., The Moral Atmosphere of the School, Collected Papers on M oral Development and Moral Education, 1973, Power, C. & Kohlberg, L., Using a Hidden Curriculum for Moral Education. The Education Digest, VoI, LII, No.9, May 1987.
② McNeil, J.D., Curriculum; A Comprehensive Intr oduction(2d ed.), 1981, pp.236-241.
③ Gordon, D, , The Concept of the Hidden Curricu!um. Journal of Philosophy of Education, Vol.16, No.2, 1982.
④ Hare, W.，Reflections on Some Contemporary Educational Slogans. International Review of Educa- tion, Vol.32, No.1, 1986.
⑤ Vallance, E., The Hidden Curriculum. In Husen, T. et al, (Ed.), The International Enc yclopedia of Education, Vo1, 4, 1985, pp. 2177-2178.
⑥ Assor, A, & Gordon, D, , The implicit learniog theory of hidden-curriculum "research. Journal of Curriculum Studies, Vo1.19, No.4, 1987.
⑦ 例如, 吴也显:《潜在课程初探》; 《教育研究》1987年第11期。田慧生:《当今课整理论研究的新课题—潜在课匿研究评介》，全国教学论专业委员会第二次学术讨论会论文(1987年9月)。
① 顾岳中译、赵祥麟校《经验与教育)》; 赵祥麟、王承绪编译:《杜威教育论著选》，华东师范大学出版社1981年版, 第364-365页。
②Kilpatrick, W. H, Foundations of Method , 1925, PP.102.
③Kilpatrick, W. H, Foundations of Method , 1925, PP.103.
④ 参见McNeil, J.D, , op.cit., chap. 14.
⑤ 30年代到50年代是定性研究方法的低谷，直到60年代末才开始盛行起来，并在教育领城中得到日益广泛的运用。.它为隐蔽课程的研究提供了方法论的手段。参见Bogdan, R.C. & Biklen, S.K, , Traditions of Qualitative Research in Education, Qualitative Research for E ducation :An Intr oduction to Theor y and Methods, 1982.
① 见Hogan, D., Education and Class Formation :the Peculiarities of tbe Americans. Ia Apple, M. W.(Ed.), Cultural and E conomic Re production in Edication, 1982, p.56.
② 参见苏联社会科学研究所著、郑杭生等译:《现代资产阶级理论社会学批判》3中国人民大学出版社1981年版, 第32-38页。
③ Parsons, T., The School Class as a Social System; Some of Its Functions in American Society. Harvurd Educational Review, Vol, 29, No.4, Fall 1959, pp.297-298.
① Dreeben, R., The Contribution of ScEcoling to the Learning of Norms。Harvard: Educational Review, Vol.37, No.2, Spring 1967, p.212.
② 参见Meighan, R, The Sociology of Educating, 1981, pp.52-53.
①Dreeben, R., op.cit., pp.215.
②Dreeben, R., op.cit., pp.216-234.
③ 参见陈伯璋:《潜在课程研究》台湾五南图书出版公司1985年版，第159-160页。
④ 转引自Tanner, D. & Tanner, L.N., Curriculum Developments Theory into Practice (2d ed, ), 1981, P.40.
① 见Giroux, H. A., Theories of Reproduction and Resistence in the New Socio!0gy of Education, A Critica Analysis, Harvard Educational Review, Vo1.53, No.3, August 1983, pp. 258-259.
② Apple, M. W, The Other Side of the Hidden Curriculum; Correspondence Theories and the Labor Process, Journal of Education, Vo1.162, No.I, Winter 1980，p.47.
③Bowles, S. & Gintis, H. Scholing in Capitalist America, Educational Ref orm and the Contraictions of Econormic Life, 1976, pp.265.
④Bowles, S. & Gintis, H. Scholing in Capitalist America, Educational Ref orm and the Contraictions of Econormic Life, 1976, pp.12.
⑤Bowles, S. & Gintis, H. Scholing in Capitalist America, Educational Ref orm and the Contraictions of Econormic Life, 1976, pp.130-131.
①参见Bowles & Gintis, op. cit., pp.131.
②参见Bowles & Gintis, op. cit., pp.11.
③参见Bowles & Gintis, op. cit., pp.132-134.
④Apple, M.W. , op.cit., p.49.
⑤Apple, M.W. , op.cit., p.49.
⑥ 见Giroux, H.A.，Theory and Resislance in Education, 1983.，p.163.
① 参见Blackledge, D. & Hunt, B., Sociological Inter pretations of Education, 1985, PP.182-184;Sharp, R., Knowledge, Ideology and the Politics of Schooling, 1979, pp.136-139.
②Ilich, I., After Deschooling, What? Social Policy, September/October, 1971.
③Ilich, I., The Alterpative to Schooliog. Saturdy Review, June 19, 1971.
④Ilich, I., After Deschooling, What? Social Policy, September/October, 1971.
⑤Ilich, I., The Alterpative to Schooliog. Saturdy Review, June 19, 1971.
⑥ Ibid.在伊里奇这里，隐蔽课程与仪式是等值的术语。
① Giroux, H.A., Theory and Resistance in Education, p.61.
② Bernstein, B., Class, Codes and Control, Vol 3, Towards a Theory of Educational T ransmissions(2d ed.), 1977, P.85.
③“分类"指内容之间分化的程度，“构架"指传递什么和不传递什么之间界限的明显度。见Bernstein, op.cit, , PP. 88-89.
①Ibid. , pp.85-86.
②Ibid. , pp.90.
③Ibid. , pp.109.
④ 见Anyon, J, Ideology and United States History Textbooks, Harvard Educational Review, Vol, 49, No.3, August 1979, P. 361-385.
①Apple, M. W., Ideology and Curriculum, 1979, pp.45.
②Apple, M. W., Ideology and Curriculum, 1979, pp.87.
③Apple, M. W., Ideology and Curriculum, 1979, pp.89-98.
① 见Gordon, D., The Concept of the Hidden Curriculum, Journal of Philosophy of Education, Vol. 16，No, 2, 1982.
② 但最近有人认为，隐蔽课程的影响力如何，要作具体的分析。一方面要考察隐蔽课程所提供的讯息的奖质价值如何，另一方面要考察学生内在的认知结构和组织能力，从而进一步考察学习隐蔽课程的过程以及隐蔽课程传递的认知机制。详见: Assor, A. & Gordon, D, The implicit learning tbeory of hidden-curriculum research, Journal of Curriculum Studies, Vo1, 19, No, 4, 1987.
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摘要

注释:

1) *本文系硕士学位论文，导师为瞿葆奎教授。在撰写过程中，得到施良方讲师的热情指导，深致谢意!—作者

2) ① Kohlberg, L., The Moral Atmosphere of the School, Collected Papers on M oral Development and Moral Education, 1973, Power, C. & Kohlberg, L., Using a Hidden Curriculum for Moral Education. The Education Digest, VoI, LII, No.9, May 1987.

3) ② McNeil, J.D., Curriculum; A Comprehensive Intr oduction(2d ed.), 1981, pp.236-241.

4) ③ Gordon, D, , The Concept of the Hidden Curricu!um. Journal of Philosophy of Education, Vol.16, No.2, 1982.

5) ④ Hare, W.，Reflections on Some Contemporary Educational Slogans. International Review of Educa- tion, Vol.32, No.1, 1986.

6) ⑤ Vallance, E., The Hidden Curriculum. In Husen, T. et al, (Ed.), The International Enc yclopedia of Education, Vo1, 4, 1985, pp. 2177-2178.

7) ⑥ Assor, A, & Gordon, D, , The implicit learniog theory of hidden-curriculum "research. Journal of Curriculum Studies, Vo1.19, No.4, 1987.

8) ⑦ 例如, 吴也显:《潜在课程初探》; 《教育研究》1987年第11期。田慧生:《当今课整理论研究的新课题—潜在课匿研究评介》，全国教学论专业委员会第二次学术讨论会论文(1987年9月)。

9) ① 顾岳中译、赵祥麟校《经验与教育)》; 赵祥麟、王承绪编译:《杜威教育论著选》，华东师范大学出版社1981年版, 第364-365页。

10) ②Kilpatrick, W. H, Foundations of Method , 1925, PP.102.

11) ③Kilpatrick, W. H, Foundations of Method , 1925, PP.103.

12) ④ 参见McNeil, J.D, , op.cit., chap. 14.

13) ⑤ 30年代到50年代是定性研究方法的低谷，直到60年代末才开始盛行起来，并在教育领城中得到日益广泛的运用。.它为隐蔽课程的研究提供了方法论的手段。参见Bogdan, R.C. & Biklen, S.K, , Traditions of Qualitative Research in Education, Qualitative Research for E ducation :An Intr oduction to Theor y and Methods, 1982.

14) ① 见Hogan, D., Education and Class Formation :the Peculiarities of tbe Americans. Ia Apple, M. W.(Ed.), Cultural and E conomic Re production in Edication, 1982, p.56.

15) ② 参见苏联社会科学研究所著、郑杭生等译:《现代资产阶级理论社会学批判》3中国人民大学出版社1981年版, 第32-38页。

16) ③ Parsons, T., The School Class as a Social System; Some of Its Functions in American Society. Harvurd Educational Review, Vol, 29, No.4, Fall 1959, pp.297-298.

17) ① Dreeben, R., The Contribution of ScEcoling to the Learning of Norms。Harvard: Educational Review, Vol.37, No.2, Spring 1967, p.212.

18) ② 参见Meighan, R, The Sociology of Educating, 1981, pp.52-53.

19) ①Dreeben, R., op.cit., pp.215.

20) ②Dreeben, R., op.cit., pp.216-234.

21) ③ 参见陈伯璋:《潜在课程研究》台湾五南图书出版公司1985年版，第159-160页。

22) ④ 转引自Tanner, D. & Tanner, L.N., Curriculum Developments Theory into Practice (2d ed, ), 1981, P.40.

23) ① 见Giroux, H. A., Theories of Reproduction and Resistence in the New Socio!0gy of Education, A Critica Analysis, Harvard Educational Review, Vo1.53, No.3, August 1983, pp. 258-259.

24) ② Apple, M. W, The Other Side of the Hidden Curriculum; Correspondence Theories and the Labor Process, Journal of Education, Vo1.162, No.I, Winter 1980，p.47.

25) ③Bowles, S. & Gintis, H. Scholing in Capitalist America, Educational Ref orm and the Contraictions of Econormic Life, 1976, pp.265.

26) ④Bowles, S. & Gintis, H. Scholing in Capitalist America, Educational Ref orm and the Contraictions of Econormic Life, 1976, pp.12.

27) ⑤Bowles, S. & Gintis, H. Scholing in Capitalist America, Educational Ref orm and the Contraictions of Econormic Life, 1976, pp.130-131.

28) ①参见Bowles & Gintis, op. cit., pp.131.

29) ②参见Bowles & Gintis, op. cit., pp.11.

30) ③参见Bowles & Gintis, op. cit., pp.132-134.

31) ④Apple, M.W. , op.cit., p.49.

32) ⑤Apple, M.W. , op.cit., p.49.

33) ⑥ 见Giroux, H.A.，Theory and Resislance in Education, 1983.，p.163.

34) ① 参见Blackledge, D. & Hunt, B., Sociological Inter pretations of Education, 1985, PP.182-184;Sharp, R., Knowledge, Ideology and the Politics of Schooling, 1979, pp.136-139.

35) ②Ilich, I., After Deschooling, What? Social Policy, September/October, 1971.

36) ③Ilich, I., The Alterpative to Schooliog. Saturdy Review, June 19, 1971.

37) ④Ilich, I., After Deschooling, What? Social Policy, September/October, 1971.

38) ⑤Ilich, I., The Alterpative to Schooliog. Saturdy Review, June 19, 1971.

39) ⑥ Ibid.在伊里奇这里，隐蔽课程与仪式是等值的术语。

40) ① Giroux, H.A., Theory and Resistance in Education, p.61.

41) ② Bernstein, B., Class, Codes and Control, Vol 3, Towards a Theory of Educational T ransmissions(2d ed.), 1977, P.85.

42) ③“分类"指内容之间分化的程度，“构架"指传递什么和不传递什么之间界限的明显度。见Bernstein, op.cit, , PP. 88-89.

43) ①Ibid. , pp.85-86.

44) ②Ibid. , pp.90.

45) ③Ibid. , pp.109.

46) ④ 见Anyon, J, Ideology and United States History Textbooks, Harvard Educational Review, Vol, 49, No.3, August 1979, P. 361-385.

47) ①Apple, M. W., Ideology and Curriculum, 1979, pp.45.

48) ②Apple, M. W., Ideology and Curriculum, 1979, pp.87.

49) ③Apple, M. W., Ideology and Curriculum, 1979, pp.89-98.

50) ① 见Gordon, D., The Concept of the Hidden Curriculum, Journal of Philosophy of Education, Vol. 16，No, 2, 1982.

51) ② 但最近有人认为，隐蔽课程的影响力如何，要作具体的分析。一方面要考察隐蔽课程所提供的讯息的奖质价值如何，另一方面要考察学生内在的认知结构和组织能力，从而进一步考察学习隐蔽课程的过程以及隐蔽课程传递的认知机制。详见: Assor, A. & Gordon, D, The implicit learning tbeory of hidden-curriculum research, Journal of Curriculum Studies, Vo1, 19, No, 4, 1987.