《中共中央关于改革和加强中小学德育工作的通知》中,特别强调要改革中小学德育工作的方式方法,注重实效。通知要求德育工作具有渗透性、生动性、丰富性、民主性,要求以理服人,以情感人。可是,我们过去在德育工作中习惯于作大报告、讲大道理、搞大呼隆,对学生心理缺乏精心研究,对学生成长缺乏全面了解,对教育方法缺乏精细设计,常常急于求成,单刀直入,搞一刀切。习惯于空洞说教,其收效很小,甚至产生负效应。针对上述情况,目前国内外不少教育心理学工作者,正在探索显性课程和隐性课程的结合,明示和暗示的共用,优化德育方法,使德育能达到最佳的效果。 一、显性课程明示的特点及作用 In the “Circular of the CPC Central Committee on Reforming and Strengthening Moral Education in Primary and Secondary Schools”, special emphasis is placed on reforming the methods and methods of moral education in primary and secondary schools and focusing on practical results. The notice requires that the moral education work be pervasive, vivid, rich, and democratic, and that it should obey justice and be emotional. However, in the past, we were accustomed to making big reports, teaching theories, and engaging in large-scale long-standing studies in the work of moral education. We also conducted meticulous research on students’ psychological problems, lacked a thorough understanding of students’ growth, and lacked a detailed design of educational methods. We were often eager to achieve success. , engage in one size. Accustomed to empty talk, it has little effect, and even has a negative effect. In view of the above situation, many educational psychologists at home and abroad are currently exploring the combination of explicit curriculum and implicit curriculum, explicit and implicit sharing, and optimizing moral education methods so that moral education can achieve the best results. First, the explicit characteristics and role of explicit curriculum