| The research into the hidden curriculum has sprung up since 1980s in China. Domestic scholars have begun to do researches into the factors of hidden curriculum about its concepts, characteristics, and functions, and give attention to the analysis of school material environment, cultural environment and student-teacher relationships. The research fields and scopes have been unceasingly expanded. Hidden curriculum refers to educational factors coming from school, family and social, which can exert a subtle influence on students' learning and growing by the methods of hint and so on. These factors pervade all aspects of our life and can have a great influence on life-orientated Chinese education. Life-orientated Chinese education is determined by its own chrematistics of Chinese education, it is also the acquirement of Chinese Curriculum Standard. However, the phenomenon still exists that part of Chinese teaching is separated from life. The way to the implementation of life-orientated Chinese education includes the life-orientation of Chinese textbook, Chinese teaching and leaning method. Chinese teaching must establish life-orientated situations and allow students to experience life through learning and learn Chinese in life at the same time. On the other hand, much attention should also be paid to elements in life that can affect Chinese learning. Life-oriented Chinese education takes the advantages of letting hidden curriculum come into effect and allowing students to have more opportunities to access hidden curriculum. And at the same time, hidden curriculum is advantageous to expand Chinese teaching to extracurricular activities and conducive to let Chinese teaching access to life.
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