The hidden curriculum of social studies--Using one sixth-grade class as a case

• Main Authors: Chang, Shun-tang, 張舜棠
• Other Authors: 郭玉霞
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/68589294965974214492

碩士 === 臺中師範學院 === 國民教育研究所 === 88 === The hidden curriculum of social studiesUsin--Uesing one sixth-grade class as a case. Abstract The purpose of this study is to understand the hidden curriculum of social studies taught to one sixth-grade class at one elementary school.Specifically,the experience Of students during the teaching process ,the sources of influence, and the relationship between sources and outcome were explored. This study was conducted by using one sixth-grade class as a case. Qualitative research approach was adopted which meant using participant observation、interviews and document analysis as data collecting strategies. The findings are listed as follows: 1. The sources of hidden curriculum Because of the domination of technical rationality in the textbook, combined with the bureaucratic control, teaching behavior ＆ expectation are altered . In addition , teacher''s and parent''s ideology also become parts of sources of hidden curriculum. 2. Learning experience provided by the above sources Influenced by the hidden sources mentioned above, the learning experience in the classroom is shown as follows: (1) Assignments being done through plagiarism or cutting corners; (2) memorizing fragment knowledge; (3) students being praised because of their spontaneous reaction and being all ears; (4) quantification of learning outcomes. In addition to teaching in the class, the teacher demands students'' learning through: (1) repetitious tests; (2) recitation of textbook; (3) achieving high scores. Both the learning experience and demands complementarily accumulate students'' formal ＆informal learning experience. 3. Students'' unconscious learning results Students'' unconscious learning includes : (1) warehouse-style knowledge, (2) mechanized learning skills, (3) formalized learning strategies,(4) utilitarian learning attitude and ideology of learning for examination. According to the above findings, the implications for the future of the instruction of social studies and further studies are provided. Keywords: hidden curriculum elementary social studies curriculum instruction of elementary social studies