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تطوير نظرية المنهج
1. GR5002 Contemporary Approaches in
School Curriculum Evaluation
Session 2
Development of Curriculum Theory
المنهج نظرية تطوير
UNIVERSITY OF BAHRAIN
BAHRAIN TEACHERS COLLEGE
CONTINUOUS PROFESSIONAL DEVELOPMENT
4. Historical Development of Curriculum
Theory
1880’s & 1890’s – The need to develop
productive citizens Public Education
Committee of 10 – Established the Primary/
Secondary System
John Dewey – Focus on the student, not the
content matter
1920’s – Concept of standardizing curriculum
1940’s – “Scientific Curriculum Management”
(Ralph Tyler) - Focus on the local school
للمناهج يِّ التاريخ التطور
5. Historical Development of Curriculum
Theory
1950’ & 1960’s –Curriculum based on empirical
research (psychology and sociology)
Focus on “experts” and “packaged” (“Teacher
Proof”) curriculum – teachers required to have
academic majors regardless of area taught التخصصات
للمدرسين وأهميتها
1970’s & 1980’s – Reconceptualist challenge
1990’s – Move towards “standards” and a “standards-
based” curriculum
والمعايير والاكاديمية التجريبية البحوث على المنهج اعتمد
6. Two Views of Schooling
Elitist – Education is a privilege that should be reserved for
those who can earn and benefit from it (Traditional European &
Asian view)
امنه يستفيد من على اً مقصور يكون لتعليم
Focus on identifying those who are deserving and removing
those who are not – emphasis on high quality learning for an
elite على التركيزغيرهم وإهمال النخبة تحديد
Egalitarian – Education is a right and everyone should be given
opportunities for learning (Traditional US view) حق التعليم : المساواة
للجميع
Focus on providing universal education – tendency for less
rigor to meet all needs صرامة أقل ميل - للجميع التعليم توفير على التركيز
الحتياجات جميع لتلبية
8. Ralph Tyler’s Approach – 1949
Curriculum development is essentially problem solving at the
local levelيِّ المحل المستوى على للمشكلت حل بالضرورة هو المناهج تطوير
Focus on local (district or school) issuesالمشكلت على / في التركيز
المحلية
Curriculum management should be practical, not theoretical ينبغي
نظرية وليست عملية المنهج إدارة تكون أن
Curriculum management should be the responsibility of school
administrators and teachers مديري مسؤولية المناهج إدارة تكون أن وينبغي
والمعلمين المدارس
Teachers need to be more competent in teaching ability than in
content matter التدريس في للكفاءة بحاجة المعلمون
9. Tyler’s Four Fundamental Questions (1949)
1. What educational purposes should the school seek to
attain? تحقيقها؟ إلى المدرسة تسعى أن ينبغي التعليمية الغراض هي ما
2. What educational experiences can be provided that
are likely to attain these purposes? التعليمية الخبرات هي ما
الغراض؟ هذه تحقق أن المحتمل من التي
3. How can these educational experiences be effectively
organized? فعال؟ بشكل التعليمية الخبرات هذه تنظيم يمكن كيف
4. How can we determine whether these purposes are
being attained? قد الغراض هذه كانت ما إذا تحديد يمكننا كيف
ل؟ أم تحققت
10. Sources of Learning Objectives
التعلم أهداف مصادر
Focus on Learners – identify knowledge
and skills students need - المتعلمين على التركيز
للطلب والمهارات المعارف حاجة تحديد
Consider current life outside school –
identify essential knowledge and skills
that are transferable to daily living
Focus on what a subject can contribute to
life after schooling
12. Basic Concepts أساسية مفاهيم
Focus should be on learning process not the product
Curriculum must be supported by empirical research
Curriculum must be both cohesive and coherent
Curriculum should be the responsibility of experts, not teachers
Curriculum evaluation and development should develop
“teacher proof” materials المعلم دليل
Teachers must be subject specialists to provide the product
(content and skills that are learned)
التجريبية البحوث من مدعومة تكون أن يجب المناهج
اًومترابط اًمتماسك المنهج يكون أن يجب
والمهارات المحتوى في اًمتخصص يكون أن يجب المعلم
13. Curriculum Management (Beauchamp)
The technical language of education needs to be clearly
defined واضح تعريف إلى التعليم مصطلحات تحتاج
Curriculum issues need to be examined through empirical
research التجريبية البحوث خل ل من لختبار تحتاج المناهج قضايا
The basic curriculum questions are:
What should be taught?؟ لمَّمعَّل يُع أن يجب ماذا
How should it be taught? يعلم .كيف
How should it be assessed? يقيم كيف
Curriculum should address three outcome types:
cognitive, performance, and affective المنهج؟ يتناو ل ماذا
15. RECONCEPTUALIST IDEAS
Reconceptualization is a reaction to what the
education has been and what it is seen to be at the
present time
Curriculum reform fails because it tries to “fix” an
existing curriculum المناهج إصل ح فشل
The solution of educational problems is to abandon
the limitations of current curriculum and completely
reconceptualize (rethink) the purpose of education
المنهج على المفروضة القيود عن التخلي هو التربوية المشكلت جهنملا ىلع ةضورفملا دويقلا نع يلختلا وه ةيوبرتلا تالكشملا لحل
كامل وبشكل الحالي
16. Reconceptualist Criticism of Traditionalists
Traditionalist curriculum focused on the
schools المنهج جهنملا زكركزالجهنملا زكرساالمد على تقليدي
Curriculum managers were dedicated to
the improvement of schools” and accept
a curriculum structure as it is without
question
Curriculum change is measured by
comparing desired learning behaviors
with prescribed objectives
17. Reconceptualist Criticism of
Traditionalists
Traditional curriculum is unrelated
to what actually happens in schools
No consistency or unity in planning
Emphasis on quick technical and
administrative solutions to problems
– no thought on questioning the
main features of the established
curriculum
18. Reconceptualist View of Conceptual-
Empiricists
Curriculum (and education) is controlled
by social science (Psychology
Sociology)
Demand for extensive empirical research
to justify teaching methodology
Hypotheses developed, methodically
tested, and data reported - leading to
theories and models
Curriculum management directed by
research results of psychologists
19. Reconceptualist View of Conceptual-
Empiricists
Theories unrelated to what actually
happens in schools
Curriculum management concerned only
with observable behaviors and research
confirmed solutions
Basis of curriculum is not questioned
Data collection hypothesis testing works
only in the disinterested service of building
a body of acceptable knowledge
20. Some Questions Reconceptualists Ask
1. What counts as curriculum knowledge?
2. How is this knowledge selected? Who
selects it?
3. How is this knowledge transmitted in the
classroom?
4. What kinds of classroom social
relationships serve to reproduce the values
found in accepted social relationships?
5. How do prevailing methods of evaluation
serve to preserve the existing curriculum?