Studying The Construction Of Campus Culture In Middle School In Poverty-stricken Areas From The Perspective Of Implicit Education

Campus culture is all the material and spiritual achievement that is created and shared by all the staff and students in the long—term educational administration and practice. It includes four cultural patterns: material culture, system culture, behavioral culture and spiritual culture. Campus culture contains unique implicit educational functions, such as value—oriented function, emotional edification function and behavioral amendment function. The invisible psychological pressure and motivation caused by students'imitation and recognition facilitate the conscious change of their thoughts and ideas, morality and conduction in the direction of the required aims established by schools. However, there are still a series of problems existed in the present construction of campus culture in middle schools in poverty-stricken areas such as the backward of materials, the rigidness of the system, the monotony of activities and the lack of vitality. In short, the series of problems are caused by the ignorance of the campus culture's unique educational functions. Based on the present situation, this paper attempts to analyze the construction of campus culture in middle schools in poverty-stricken areas from the perspective of implicit education. This paper, first of all, defines the implicit education and campus culture theoretically, on which the features and implicit educational functions of the campus culture are provided; then presents the problems existed in the development of campus culture in poverty-stricken areas from the four aspects mentioned above (that is, material, system, behavioral and spiritual). and explores the reasons of such problems in poverty-stricken areas. At last provides six practical measures and solutions of the problems based on the discussions on the theoretical foundations of developing campus culture.