Analyzing the CurriculumAs a primary text, this book provides the backbone for a basic curriculum course at either graduate or undergraduate level. It attempts to teach how the parts of a curriculum fit together, and how to identify assumptions underlying curricula. In this way students develop the ability to determine why a curriculum proves better for some than for others; what approaches to teaching are compatible with a particular curriculum; what difficulties a curriculum is likely to encounter during implementtationn; and what kinds of changes in the curriculum parents, students and administrators are likely to demand. These are important skills for evaluating, selecting and adapting existing programmes to suit particular situations. |
Contents
Situating the Curriculum | 34 |
Theoretical Perspectives on Curriculum | 44 |
THE CURRICULUM PROPER | 69 |
Copyright | |
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Common terms and phrases
according achievement activities aims analysis approach aspects assumptions attempt basic basis behavioral beliefs Chapter ChemCom chemistry classroom cognitive concepts concerns consider course curricula curriculum curriculum development decisions derived designed determine disciplines discuss effective efforts emphasize evaluation examine example experiences fact factors Figure focus four fundamental goals grades ideas identify implementation important individual influence instructional integrated intended interests issues kinds knowledge language learning major materials means methods objectives organization outcomes particular performance perspective physical planning political practice present principles problems production questions reading represents requires responsibility role sense sequence skills social specific structure subject matter Table tasks teachers teaching thinking tion topics traditional understanding unit values writing
References to this book
The Hong Kong School Curriculum: Development, Issues, and Policies Paul Morris No preview available - 1996 |