The Case Study Of Hidden Curriculum Development In High School Geography Teaching

Under the curriculum of reform, geography curriculum reform requires comprehensive promotion of quality education. Starting from the students ’overall development and lifelong learning to build a modern education concept, reflecting the development of geographical science, adapt to the needs of social production and social life in high school geography curriculum. Proposed to change the way students learn, cultivate students ’ active learning attitude, consciousness and practical ability. While learning basic knowledge and basic skills to learn how to learn and how to be a good people, forming positive values and sustainable development of geographic literacy. These requirements are agree with the concept of hidden curriculum.The hidden curriculum is not only the hot spots in today’s educational research, but also one of the trends in curriculum research. Since 1960 s,many scholars from home and abroad began to study and reflect on the problem of hidden curriculum. They saw in hidden curriculum in a subtle influence on students, but this effect is not obvious for a short time, but it is located above the level of knowledge, influence on the formation of values and world view, even of the whole person in the role of promoting development and social advancement.Based on understanding and reflection about hidden curriculum in specific subject, this research combines the teaching of hidden curriculum and geography course in order to find out the influence of hidden curriculum in teaching procedure. By utilizing the teaching material, the teaching activity and the teaching environment in the hidden curriculum intentionally or unintentionally, it can establish a high effect of teaching and improve the students ’ cognitive level, which can cultivate the students’ non-intellectual factors better.This research mainly concludes five parts: instruction, theories research, surveys of status quo, case studying, and the research revelation and prospect. The entire research gets to start at the theories research firstly, at the basic of clearing the key concepts and theories, analyses the feasibility and principle of hidden curriculum during the geography teaching class; by doing surveys of status quo from two grades in a junior school in Xining City, clear and definite the necessity, direction and content of the development of geography hidden curriculum; then uses individual case studying, focus on the class summary by teacher L of school F within a certain period, and put forward some specific measures of the development of geography hidden curriculum from four dimensions. And regards one geography teaching course demonstrates how to develop the hidden curriculum during geography class teaching from three steps: preparations before class, class teaching and reflections after class; finally, draw some inspiration and prospect through individual case studying, which intends to provide suggestion in practical teaching practice.