The Research Of Hidden Curriculum Development Of Primary Education In Rural Areas

With development of changes and social progresses, the curriculum system implemented long ago can no longer meet the demand for basic education development in China. The curriculum put subjects as the center, ignoring the non-academic school experience, such as school culture, teacher-student interaction, etc. which is not conducive to overall development of students. With the deepening of the new curriculum reform, more and more attention has been drawn to the long-neglected educational experience--the school hidden curriculum. Hidden curriculum of school education is the potential, indirect educational experience which affects virtues, attitudes, values, personality, taste and other aspects of the students in a unconspicuous way and thus is a essential part in school education.Primary schooling is a period which imposes great influence on psychological quality development of children. Value pluralism of modern society imposes a tremendous impact on immature children. Guiding moral development of children, improving psychology quality of children is an unshakable responsibility of modern primary school education. During the process, the hidden curriculum plays a very important role. Restrained by economic and social conditions, primary education in China's rural areas is relatively backward and its hidden curriculum development becomes more difficult. Therefore, hidden curriculum in primary education development has been become a crucial part in the basic education reform in rural areas.Taking Lihu Yao township Primary School in Nandan County, Guangxi as the object of study, through field research, observation, interviews and other methods examine the status of the hidden curriculum development, summarizes the problems hidden curriculum development, and analysis of its causes, and then with rural reality of play in rural advantages, development of rural primary schools an effective way of hidden curriculum. This article is divided into six parts:The first part is an introduction section. This section describes the background of the research topics, the purpose and significance, literature review, research ideas and methods.The second part is definition of the concept and the theoris of hidden curriculum.This part delimit the term of curriculum, hidden curriculum, curriculum development, hidden curriculum development,etc. And intruoduce the features, function, type and development of hidden curriculum, conduct of this study lays a theoretical foundation.The third part presents overview on development status of hidden curriculum in Lihuxiang Primary School in Nandan County. Firstly, the economic, social and education environment of Lihuxiang Primary School in Nandan County is summarized to provide a background analysis for this study. Then, to offer a realistic basis for the following research, this chapter introduces in detail of the development status of hidden curriculum of Lihuxiang Primary School from the material, spiritual, institutional, behavioral, and characters aspects.The fourth part is a summary of development problems and analysis of their causes of hidden curriculum in rural primary schools. First of all, problems such as physical environment of hidden curriculum course development lagging behind development needs of students, incomprehensive spiritual and cultural construction, weak construction of the school system, low quality teachers, few practices and lacking of appeal were brought out. Then, in-depth analysis on underdevelopment of hidden curriculum courses in rural primary schools were carried out from the history and reality, subjective and objective point of view as well as people and things aspects.The fifth part is to analyze advantages and principles of hidden curriculum development in rural primary schools. Those advantages include real natural environment, unique cultural environment, difficult growing conditions and good quality students. Hidden curriculum development in rural primary schools should follow those principles human nature, adaptability, systematicness, Characteristic.The sixth part proposes strategies in developing hidden curriculum in rural primary schools. This part brings out distinctive measures in developing hidden curriculum in rural primary schools from the macro and micro aspects. From the macro aspect, promotion of hidden curriculum development should be supported at the policy and conception level. While from the micro aspect, elements within schools should be utilized to develop hidden curriculum.