摘要
本文所探讨的潜在课程重点在于“潜在”上，目的是想说明在少数民族地区现代性学校教育中的潜在课程是如何存在的，它潜在地发挥着什么样的作用。经研究发现，潜在课程与少数民族文化是一种冲突的关系，表现出了“断裂”与“重构”的文化现象。因此，本文主要从这两个方面探讨潜在课程对于少数民族文化和个体的潜在作用：作为文化断裂，类似于强制地要求停止你以前的思考和习惯；身份重构则要求你必须获得与以往不同的身份和意识，并先适应学校中生活和现代性要求。
The paper focuses on the ＂covert meaning＂ of the hidden curriculum, it is aimed at demonstrating how the hidden curriculum exists and functions in the modern school education in ethnic minority regions. It is argued that there is a conflict between the hidden curriculum and ethnic minority cultures, which represents the cultural phenomenon of ＂discontinuity＂ and ＂reconstruction＂. Therefore, in the realization of the covert influences that the hidden curriculum exerts on ethnic minority cultures and individuals, the paper maintains that the hidden curriculum, acting as a fractured culture, deprives ethnic minority students of their previous and existing thinking and habits, and assigns them an identity and a consciousness that is different from their own ethnic ones in the process of adapting to school life and its modernity, as we understand it to be a pre-request in identity reconstruction.
出处
《西北民族研究》
CSSCI
北大核心
2007年第1期58-68,180,共12页
Journal of Northwestern Ethnic Studies
基金
2005年度国家社会科学基金项目一般课题“教育公平与社会分层”中的一部分,课题编号:05BSH014
关键词
现代性教育
潜在课程
文化断裂
身份重构
学业失败
Modern education
Hidden curriculum
Cultural discontinuity
Identity reconstruction
Academic failure
