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KNOWLEDGE & CURRICULUM- UNIT IV -(A)-MEANING OF CURRICULUM(URDU).pptx

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M
Mahefooz Baig Mirza

The document discusses various definitions and conceptualizations of curriculum from different scholars and education commissions. It defines curriculum as the total set of learning experiences and opportunities provided by an educational institution. Curriculum is conceptualized as a plan or program to achieve educational goals and objectives. It involves the reconstruction of knowledge and experiences to enable learners to increase their understanding and skills. The whole life and activities in a school comprise the curriculum.

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MARATHWADA COLLEGE OF EDUCATION, AURANGABAD BY DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫ڈاکٹرمرزا‬ 1 KNOWLEDGE AND CURRICULUM ‫نصاب‬ ‫اور‬ ‫علم‬
UNIT IV CONCEPTS AND APPROACHES TO CURRICULUM ‫نظر‬ ‫کےنقطہ‬ ‫نصاب‬ ‫اور‬ ‫تصور‬ ‫کا‬ ‫نصاب‬ A) MEANING AND NATURE OF CURRICULUM, NEED OF CURRICULUM ‫ضرورت‬ ‫کی‬ ‫نصاب‬ ،‫نوعیت‬ ‫اور‬ ‫معنی‬ ‫کے‬ ‫نصاب‬ KNOWLEDGE AND CURRICULUM ‫نصاب‬ ‫اور‬ ‫علم‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 2
MEANING OF CURRICULUM ‫معنی‬ ‫کے‬ ‫نصاب‬ CURRICULUM ‫نصاب‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 3
 Etymologically, the term curriculum is derived from the Latin word “currere” which means run or run-way or a running course. ‫سے‬ ‫ماخوذ‬ “currere” ‫نصاب‬ ‫یہ‬ ‫الطینی‬ ‫الفاظ‬ curriculum a running course ‫یا‬ run or run-way ‫ہےجس‬ ‫کے‬ ‫معنی‬ ‫ہے‬  Thus curriculum means a course to be run for reaching a certain goal. ‫یعنی‬ ‫نصاب‬ ‫کےمعنی‬ ‫کچھ‬ ‫ماقصد‬ ‫حاصل‬ ‫کرنے‬ ‫کے‬ ‫لئے‬ ‫ایک‬ ‫کورس‬ ‫کو‬ ‫چالنا‬ ‫ہے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 4
 Arthur J. Lewis and Mid Alice defined curriculum as “a set of intentions about opportunities for engagement of persons to be educated with other persons and with things (all bearers of information process, techniques and values) in certain arrangements of time and space.” ‫لوئس‬ ‫اور‬ ‫االیس‬ ‫نے‬ ‫نصاب‬ ‫کی‬ ‫تعارف‬ ‫کچھ‬ ‫اس‬ ‫طرح‬ ‫کی‬ ‫ہے‬ " ‫جس‬ ‫کو‬ ‫تعلم‬ ‫دینا‬ ‫ہے‬ ‫اسکو‬ ‫دیگر‬ ‫طالب‬ ‫علم‬ ‫کے‬ ‫اورآشیا‬ ‫کے‬ ‫ساتھ‬ ‫مصروف‬ ‫کرنے‬ ‫کے‬ ‫مواقع‬ ‫دینے‬ ‫کے‬ ‫کچھ‬ ‫ارادے‬ " DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 5
 A curriculum means, the total situation (all situations) selected and organized by the institution and made available to the teacher to operate and to translate the ultimate aim of education into reality.  ‫نصاب‬ ‫کے‬ ‫معنی‬ – ‫ایک‬ ‫تعلیمی‬ ‫ادارے‬ ‫کا‬ ‫ل‬ّ‫م‬‫مک‬ ‫حالت‬ ‫کا‬ ‫انتخاب‬ ‫اورانعقاد‬ ‫کرکے‬ ‫معلم‬ ‫کو‬ ‫مہیا‬ ‫کر‬ ‫کے‬ ‫دینا‬ ‫تا‬ ‫کے‬ ‫وہ‬ ‫تعلیمی‬ ‫مقاصد‬ ‫کو‬ ‫حقیقی‬ ‫جامع‬ ‫پہنا‬ ‫سکے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 6
 In the words of Cunningham, curriculum is a tool in the hands of the artist (the teacher) to mould his material (the pupil) according to his ideal (objective) in his studio (the school). ‫کنننگھم‬ ‫کے‬ ‫الفاظوں‬ ‫میں‬ – ‫نصاب‬ ‫ایک‬ ‫کالکار‬ ( ‫معلم‬ ) ‫کے‬ ‫ہاتھ‬ ‫میں‬ ‫اوزار‬ ‫ہے‬ ‫جس‬ ‫سے‬ ‫وہ‬ ‫اپنے‬ ‫مٹیریل‬ ( ‫مواد‬ () ‫طالب‬ ‫علم‬ ) ‫کواپنے‬ ‫اسٹوڈیو‬ ( ‫اسکول‬ ) ‫میں‬ ‫ساچے‬ ‫میں‬ ‫دال‬ ‫سکے‬ . DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 7
 Curriculum may be defined as -It is the sum total of all the activities and experiences provided by the schools to the learners for achieving the desired objectives. ‫طےشدہ‬ ‫مقاصد‬ ‫کو‬ ‫حاصل‬ ‫کرنے‬ ‫کے‬ ‫لئے‬ ‫اسکول‬ ‫کے‬ ‫ذریعے‬ ‫ل‬ّ‫م‬‫مک‬ ‫سرگرمیاں‬ ‫اور‬ ‫تجروبات‬ ‫کا‬ ‫مہیا‬ ‫کرنا‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 8
Curriculum as a Plan ‫نصاب‬ ‫ایک‬ ‫منصوبہ‬  Oliva (1982) stated that “Curriculum is a plan or programme for all experiences which the learner encounters under the direction of the school.” ‫اولیوا‬ ‫نے‬ ‫کہا‬ ‫کے‬ ‫نصاب‬ ‫ایک‬ ‫منصوبہ‬ ‫یا‬ ‫پروگرام‬ ‫ہے‬ ‫ان‬ ‫تمام‬ ‫تجروبات‬ ‫کا‬ ‫جو‬ ‫طالب‬ ‫علم‬ ‫اسکول‬ ‫کی‬ ‫رہنمائی‬ ‫میں‬ ‫حاصل‬ ‫کرتا‬ ‫ہیں‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 9
 Carter V. Good (1959) defined curriculum as “a general overall plan of the content or specific materials of instruction that the school should offer the student by way of qualifying him for gradation on certification for entrance into a professional or a vocational field.” DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 10
 Tyler and Hilda Taba (1962) defind curriculum “as a plan for action, or a written document, which includes strategies for achieving desired goals or ends.” ‫ٹیلر‬ ‫اور‬ ‫ہلڈا‬ ‫تابا‬ ‫نے‬ ‫نصاب‬ ‫کی‬ ‫تعریف‬ ‫کچھ‬ ‫اس‬ ‫طرح‬ ‫کی‬ ‫ہے‬ – ‫نصاب‬ ‫عمل‬ ‫کرنے‬ ‫کا‬ ‫منصوبہ‬ ‫ہے‬ ‫یا‬ ‫ایک‬ ‫تحریرشدہ‬ ،‫دستاویزہے‬ ‫جس‬ ‫میں‬ ‫شامل‬ ‫حکمت‬ ‫عملی‬ ‫کے‬ ‫ذریعے‬ ‫طےشدہ‬ ‫مقاصد‬ ‫حاصل‬ ‫ہوتے‬ ‫ہیں‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 11
 Galen Saylor defines curriculum “as a plan for providing sets of learning opportunities for persons to be educated”. ‫گلین‬ ‫سیلر‬ – ‫افراد‬ ‫کو‬ ‫تعلیمی‬ ‫آفتا‬ ‫بنانے‬ ‫کے‬ ‫لئے‬ ‫کچھ‬ ‫تعلیمی‬ ‫مواقع‬ ‫مہیا‬ ‫کرنے‬ ‫کا‬ ‫منصوبہ‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 12
 Tanner and Tanner (1980) stated that “Curriculum is that reconstruction of knowledge and experiences systematically developed under the auspices of the school (or university) to enable the learner to increase his or her control of knowledge and experience.” ‫ٹینر‬ ‫اور‬ ‫ٹینرکہتے‬ ‫کی‬ ‫نصاب‬ ، ‫علم‬ ‫اورتجروبات‬ ‫کا‬ ‫تعمیر‬ ‫نوہیں‬ – ‫جس‬ ‫کی‬ ‫ترتیب‬ ‫وار‬ ‫نشونما‬ ‫اسکول‬ ‫کے‬ ‫مدد‬ ‫سے‬ ‫ہوتی‬ ‫ہے‬ ‫تا‬ ‫کی‬ ‫طلب‬ ‫علم‬ ‫کو‬ ‫اس‬ ‫الئق‬ ‫بنا‬ ‫سکے‬ ‫کے‬ ‫وو‬ ‫اپنے‬ ‫علم‬ ‫اور‬ ‫تجروبات‬ ‫پر‬ ‫گرفت‬ ‫بڑا‬ ‫سکے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 13
 The Secondary Education Commission (1952-54) states that “curriculum includes totality of experiences pupil receives through the manifold activities that go on in the school, classroom, library, laboratory, workshop, playground and in numerous informal contacts between teachers and pupils.” In other words the whole life of school is curriculum which can touch the life of students at all levels and helps in evolution of a balanced personality. DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 14
 According to Crow and Crow, “curriculum includes all the learners experiences in and outside the school that are included in a programme which has been devised to help to develop mentally, physically, emotionally, spiritually and morally.” ‫کروو‬ ‫اور‬ ‫کرووکے‬ ‫مطابق‬ – ‫نصاب‬ ‫میں‬ ‫اسکول‬ ‫اور‬ ‫اسکول‬ ‫کے‬ ‫باہر‬ ‫کے‬ ‫سبھی‬ ‫تجروبات‬ ‫شامل‬ ‫ہوتے‬ ،‫ہے‬ ‫جو‬ ‫ایک‬ ‫پروگرام‬ ‫کے‬ ‫تحت‬ ‫شامل‬ ‫کے‬ ‫جاتے‬ ‫ہے‬ ‫تا‬ ‫کی‬ ‫طالب‬ ‫علم‬ ‫کی‬ ،‫ذہنی‬ ،‫جسمانی‬ ،‫جذباتی‬ ‫تسوفی‬ ‫اور‬ ‫اخالقی‬ ‫نشونما‬ ‫ہو‬ . DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 15
 Krug (1957) defined as “Curriculum consists of all the means of instruction used by the school to provide opportunities for student learning experiences leading to desired learning outcome” ‫کرگ‬ – ‫نصاب‬ ‫میں‬ ‫تدریس‬ ‫کے‬ ‫سبی‬ ‫ذرے‬ ‫ہوتے‬ ،‫ہے‬ ‫جس‬ ‫کا‬ ‫استعمال‬ ‫طالب‬ ‫علم‬ ‫کو‬ ‫اکتسابی‬ ‫تجربات‬ ‫کے‬ ‫مواقع‬ ‫موہیا‬ ‫کرانے‬ ‫کو‬ ‫اسکول‬ ‫کرتا‬ ‫ہے‬ ‫تا‬ ‫کی‬ ‫اکتسابی‬ ‫مقاصد‬ ‫حاصل‬ ‫ہو‬ ‫سکے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 16
 Doll (1978) defined that Curriculum is both a subject to be taught at colleges and universities and a field in which practitioners work. Curriculum is the formal and informal content and process by which learners gain knowledge and understanding, develop skills and alter attitudes, appreciations and values under the auspices of that school”. DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 17
 Curriculum can be considered in terms of subject matter (Tamil, English, Mathematics, Science, Social Science, etc) or content (the way of organization and assimilation of information). ‫نصاب‬ ‫کو‬ ‫مضمون‬ ‫کے‬ ‫جیسا‬ ‫سمجھا‬ ‫جا‬ ‫سکتا‬ ‫ہے‬ – ،‫انگریزی‬ ،‫ریاضی‬ ،‫سائنس‬ - ‫یا‬ ‫مواد‬ ( ‫نفسے‬ ‫مضمون‬ ) DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 18
 Historically and currently the dominant concept of the curriculum is that of subjects and subject matter there in to be taught by teachers and learned by students. ‫تاریخی‬ ‫لحاظ‬ ‫سے‬ ‫اور‬ ‫موجودہ‬ ‫دور‬ ‫میں‬ ‫بھی‬ ‫نصاب‬ ‫کا‬ ‫تصور‬ - ‫ایک‬ ‫مضمون‬ ‫اور‬ ‫نفسے‬ ‫مضمون‬ ‫کی‬ ‫طرح‬ ‫سمجھ‬ ‫جاتا‬ ‫ہے‬ – ‫جس‬ ‫کی‬ ‫تدریس‬ ‫معلم‬ ‫کرتا‬ ‫ہے‬ ‫اور‬ ‫جسے‬ ‫طالب‬ ‫علم‬ ‫سکتا‬ ‫ہے‬ . DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 19
 B.F. Skinner views the curriculum as being formulated according to behaviouristic objectives. The curriculum is the series of experiences which children and youth must have by way of attaining activity-based objectives. ‫اسکننر‬ ‫کی‬ ‫رائے‬ ‫میں‬ ‫نصاب‬ ‫بحووریسٹک‬ ‫مقاصد‬ ‫کے‬ ‫لحاظ‬ ‫سے‬ ‫تیارکیا‬ ‫جاتا‬ ‫ہے‬ . DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 20
 W. W. Chatters (1923) viewed curriculum as a series of objectives that students must attain by way of a series of learning experiences ‫چیٹرس‬ ‫کے‬ ‫مطابق‬ ‫نصاب‬ ‫بطورمقاص‬ ‫کی‬ ‫سیریز‬ ،‫ہے‬ ‫جسے‬ ‫طالب‬ ‫علم‬ ‫کو‬ ‫اکتسابی‬ ‫تجروبات‬ ‫کی‬ ‫سیریز‬ ‫کے‬ ‫ذریعے‬ ‫حاص‬ ‫ل‬ ‫کرنا‬ ‫ہوتا‬ ‫ہے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 21
 Edgar Bruce stated that the curriculum is “an educational instrument, planned and, used by the school to effect the purposes”. ‫ایڈگر‬ ‫بروسنے‬ ‫کہا‬ ‫کے‬ ‫نصاب‬ ‫ایک‬ ‫تعلیمی‬ ‫آال‬ ،‫ہے‬ ‫منصوبہ‬ ‫ہے‬ ‫؛‬ ‫جس‬ ‫کا‬ ‫استمال‬ ‫اسکول‬ ‫کے‬ ‫ذریعے‬ ‫مقاصد‬ ‫کو‬ ‫حاصل‬ ‫کرنے‬ ‫کے‬ ‫لئے‬ ‫کیا‬ ‫جاتا‬ ‫ہے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 22
 Curriculum can be considered as a system for dealing with people and the processes or organization of personnel and procedures for implementing the system (Babcock, McNeil, Untruth). ‫نصاب‬ ‫کو‬ ‫لوگو‬ ‫کے‬ ‫ساتھ‬ ‫معمالت‬ ‫کرنے‬ ‫کا‬ ‫نظام‬ ‫سمجھ‬ ‫جا‬ ‫سکتا‬ ‫ہے‬ ‫اور‬ ‫عمل‬ ‫یا‬ ‫اہلکار‬ ‫کی‬ ‫تنظیم‬ ‫اور‬ ‫نظام‬ ‫کو‬ ‫نفس‬ ‫کرنے‬ ‫کا‬ ‫طریقہ‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 23
 Curriculum can also be viewed as a field of study, comprising its own foundations and domains of knowledge, as well as its own research, theory, and principles (Orlosky and Smith, Schubert and Tanners). ‫نصاب‬ ‫کو‬ ‫مطالع‬ ‫کا‬ ‫میدان‬ ‫سمجہ‬ ‫جا‬ ‫سکتا‬ ،‫ہے‬ ‫جس‬ ‫کا‬ ‫اپنی‬ ‫بنیاد‬ ‫ہوتی‬ ،‫ہے‬ ‫اپنی‬ ‫علم‬ ‫کا‬ ‫دائرہہوتا‬ ‫ہے‬ ‫اور‬ ‫اپنی‬ ،‫تحقیق‬ ‫تھیوری‬ ‫اور‬ ‫اصل‬ ‫ہوتے‬ ‫ہے‬ . DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 24
 Realisation of Educational Objectives ‫لئے‬ ‫کے‬ ‫کرنے‬ ‫حاصل‬ ‫مقاصد‬ ‫تعلیمی‬  Proper use of Time and Energy ‫استمال‬ ‫مناسب‬ ‫کا‬ ‫توانائی‬ ‫اور‬ ‫وقت‬  Acquisition of Knowledge ‫لئے‬ ‫کے‬ ‫کرنے‬ ‫حاصل‬ ‫معلومات‬  Determining Structure Of Content ‫لئے‬ ‫کے‬ ‫کرنے‬ ‫تے‬ ‫دہاچا‬ ‫کا‬ ‫مضمون‬ ‫نفسے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 25
 Development of Personality ‫شخصیت‬ ‫کی‬ ‫نشونما‬  Preparation of Text Book ‫کے‬ ‫کرنے‬ ‫تیار‬ ‫کتاب‬ ‫درسی‬ ‫لئے‬  Conducting Examination ‫امتحان‬ ‫کے‬ ‫لینے‬ ‫لئے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 26
 Organising Teaching And Learning Situation ‫تدریسی‬ - ‫لئے‬ ‫کے‬ ‫کرنے‬ ‫انقاد‬ ‫کا‬ ‫حالت‬ ‫اکتسابی‬  Decision about Instructional method ‫لئے‬ ‫کے‬ ‫لینے‬ ‫فیصلہ‬ ‫کا‬ ‫انتخاب‬ ‫کا‬ ‫طریقے‬ ‫تدریسی‬  Development of Knowledge, Skill And Attitude ‫کے‬ ‫نشونما‬ ‫کے‬ ‫نظریہ‬ ‫اور‬ ‫مہارت‬ ، ‫علم‬ ‫لئے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 27
DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 28 THANK YOU

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KNOWLEDGE & CURRICULUM- UNIT IV -(A)-MEANING OF CURRICULUM(URDU).pptx

  • 1. MARATHWADA COLLEGE OF EDUCATION, AURANGABAD BY DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫ڈاکٹرمرزا‬ 1 KNOWLEDGE AND CURRICULUM ‫نصاب‬ ‫اور‬ ‫علم‬
  • 2. UNIT IV CONCEPTS AND APPROACHES TO CURRICULUM ‫نظر‬ ‫کےنقطہ‬ ‫نصاب‬ ‫اور‬ ‫تصور‬ ‫کا‬ ‫نصاب‬ A) MEANING AND NATURE OF CURRICULUM, NEED OF CURRICULUM ‫ضرورت‬ ‫کی‬ ‫نصاب‬ ،‫نوعیت‬ ‫اور‬ ‫معنی‬ ‫کے‬ ‫نصاب‬ KNOWLEDGE AND CURRICULUM ‫نصاب‬ ‫اور‬ ‫علم‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 2
  • 3. MEANING OF CURRICULUM ‫معنی‬ ‫کے‬ ‫نصاب‬ CURRICULUM ‫نصاب‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 3
  • 4.  Etymologically, the term curriculum is derived from the Latin word “currere” which means run or run-way or a running course. ‫سے‬ ‫ماخوذ‬ “currere” ‫نصاب‬ ‫یہ‬ ‫الطینی‬ ‫الفاظ‬ curriculum a running course ‫یا‬ run or run-way ‫ہےجس‬ ‫کے‬ ‫معنی‬ ‫ہے‬  Thus curriculum means a course to be run for reaching a certain goal. ‫یعنی‬ ‫نصاب‬ ‫کےمعنی‬ ‫کچھ‬ ‫ماقصد‬ ‫حاصل‬ ‫کرنے‬ ‫کے‬ ‫لئے‬ ‫ایک‬ ‫کورس‬ ‫کو‬ ‫چالنا‬ ‫ہے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 4
  • 5.  Arthur J. Lewis and Mid Alice defined curriculum as “a set of intentions about opportunities for engagement of persons to be educated with other persons and with things (all bearers of information process, techniques and values) in certain arrangements of time and space.” ‫لوئس‬ ‫اور‬ ‫االیس‬ ‫نے‬ ‫نصاب‬ ‫کی‬ ‫تعارف‬ ‫کچھ‬ ‫اس‬ ‫طرح‬ ‫کی‬ ‫ہے‬ " ‫جس‬ ‫کو‬ ‫تعلم‬ ‫دینا‬ ‫ہے‬ ‫اسکو‬ ‫دیگر‬ ‫طالب‬ ‫علم‬ ‫کے‬ ‫اورآشیا‬ ‫کے‬ ‫ساتھ‬ ‫مصروف‬ ‫کرنے‬ ‫کے‬ ‫مواقع‬ ‫دینے‬ ‫کے‬ ‫کچھ‬ ‫ارادے‬ " DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 5
  • 6.  A curriculum means, the total situation (all situations) selected and organized by the institution and made available to the teacher to operate and to translate the ultimate aim of education into reality.  ‫نصاب‬ ‫کے‬ ‫معنی‬ – ‫ایک‬ ‫تعلیمی‬ ‫ادارے‬ ‫کا‬ ‫ل‬ّ‫م‬‫مک‬ ‫حالت‬ ‫کا‬ ‫انتخاب‬ ‫اورانعقاد‬ ‫کرکے‬ ‫معلم‬ ‫کو‬ ‫مہیا‬ ‫کر‬ ‫کے‬ ‫دینا‬ ‫تا‬ ‫کے‬ ‫وہ‬ ‫تعلیمی‬ ‫مقاصد‬ ‫کو‬ ‫حقیقی‬ ‫جامع‬ ‫پہنا‬ ‫سکے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 6
  • 7.  In the words of Cunningham, curriculum is a tool in the hands of the artist (the teacher) to mould his material (the pupil) according to his ideal (objective) in his studio (the school). ‫کنننگھم‬ ‫کے‬ ‫الفاظوں‬ ‫میں‬ – ‫نصاب‬ ‫ایک‬ ‫کالکار‬ ( ‫معلم‬ ) ‫کے‬ ‫ہاتھ‬ ‫میں‬ ‫اوزار‬ ‫ہے‬ ‫جس‬ ‫سے‬ ‫وہ‬ ‫اپنے‬ ‫مٹیریل‬ ( ‫مواد‬ () ‫طالب‬ ‫علم‬ ) ‫کواپنے‬ ‫اسٹوڈیو‬ ( ‫اسکول‬ ) ‫میں‬ ‫ساچے‬ ‫میں‬ ‫دال‬ ‫سکے‬ . DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 7
  • 8.  Curriculum may be defined as -It is the sum total of all the activities and experiences provided by the schools to the learners for achieving the desired objectives. ‫طےشدہ‬ ‫مقاصد‬ ‫کو‬ ‫حاصل‬ ‫کرنے‬ ‫کے‬ ‫لئے‬ ‫اسکول‬ ‫کے‬ ‫ذریعے‬ ‫ل‬ّ‫م‬‫مک‬ ‫سرگرمیاں‬ ‫اور‬ ‫تجروبات‬ ‫کا‬ ‫مہیا‬ ‫کرنا‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 8
  • 9. Curriculum as a Plan ‫نصاب‬ ‫ایک‬ ‫منصوبہ‬  Oliva (1982) stated that “Curriculum is a plan or programme for all experiences which the learner encounters under the direction of the school.” ‫اولیوا‬ ‫نے‬ ‫کہا‬ ‫کے‬ ‫نصاب‬ ‫ایک‬ ‫منصوبہ‬ ‫یا‬ ‫پروگرام‬ ‫ہے‬ ‫ان‬ ‫تمام‬ ‫تجروبات‬ ‫کا‬ ‫جو‬ ‫طالب‬ ‫علم‬ ‫اسکول‬ ‫کی‬ ‫رہنمائی‬ ‫میں‬ ‫حاصل‬ ‫کرتا‬ ‫ہیں‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 9
  • 10.  Carter V. Good (1959) defined curriculum as “a general overall plan of the content or specific materials of instruction that the school should offer the student by way of qualifying him for gradation on certification for entrance into a professional or a vocational field.” DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 10
  • 11.  Tyler and Hilda Taba (1962) defind curriculum “as a plan for action, or a written document, which includes strategies for achieving desired goals or ends.” ‫ٹیلر‬ ‫اور‬ ‫ہلڈا‬ ‫تابا‬ ‫نے‬ ‫نصاب‬ ‫کی‬ ‫تعریف‬ ‫کچھ‬ ‫اس‬ ‫طرح‬ ‫کی‬ ‫ہے‬ – ‫نصاب‬ ‫عمل‬ ‫کرنے‬ ‫کا‬ ‫منصوبہ‬ ‫ہے‬ ‫یا‬ ‫ایک‬ ‫تحریرشدہ‬ ،‫دستاویزہے‬ ‫جس‬ ‫میں‬ ‫شامل‬ ‫حکمت‬ ‫عملی‬ ‫کے‬ ‫ذریعے‬ ‫طےشدہ‬ ‫مقاصد‬ ‫حاصل‬ ‫ہوتے‬ ‫ہیں‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 11
  • 12.  Galen Saylor defines curriculum “as a plan for providing sets of learning opportunities for persons to be educated”. ‫گلین‬ ‫سیلر‬ – ‫افراد‬ ‫کو‬ ‫تعلیمی‬ ‫آفتا‬ ‫بنانے‬ ‫کے‬ ‫لئے‬ ‫کچھ‬ ‫تعلیمی‬ ‫مواقع‬ ‫مہیا‬ ‫کرنے‬ ‫کا‬ ‫منصوبہ‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 12
  • 13.  Tanner and Tanner (1980) stated that “Curriculum is that reconstruction of knowledge and experiences systematically developed under the auspices of the school (or university) to enable the learner to increase his or her control of knowledge and experience.” ‫ٹینر‬ ‫اور‬ ‫ٹینرکہتے‬ ‫کی‬ ‫نصاب‬ ، ‫علم‬ ‫اورتجروبات‬ ‫کا‬ ‫تعمیر‬ ‫نوہیں‬ – ‫جس‬ ‫کی‬ ‫ترتیب‬ ‫وار‬ ‫نشونما‬ ‫اسکول‬ ‫کے‬ ‫مدد‬ ‫سے‬ ‫ہوتی‬ ‫ہے‬ ‫تا‬ ‫کی‬ ‫طلب‬ ‫علم‬ ‫کو‬ ‫اس‬ ‫الئق‬ ‫بنا‬ ‫سکے‬ ‫کے‬ ‫وو‬ ‫اپنے‬ ‫علم‬ ‫اور‬ ‫تجروبات‬ ‫پر‬ ‫گرفت‬ ‫بڑا‬ ‫سکے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 13
  • 14.  The Secondary Education Commission (1952-54) states that “curriculum includes totality of experiences pupil receives through the manifold activities that go on in the school, classroom, library, laboratory, workshop, playground and in numerous informal contacts between teachers and pupils.” In other words the whole life of school is curriculum which can touch the life of students at all levels and helps in evolution of a balanced personality. DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 14
  • 15.  According to Crow and Crow, “curriculum includes all the learners experiences in and outside the school that are included in a programme which has been devised to help to develop mentally, physically, emotionally, spiritually and morally.” ‫کروو‬ ‫اور‬ ‫کرووکے‬ ‫مطابق‬ – ‫نصاب‬ ‫میں‬ ‫اسکول‬ ‫اور‬ ‫اسکول‬ ‫کے‬ ‫باہر‬ ‫کے‬ ‫سبھی‬ ‫تجروبات‬ ‫شامل‬ ‫ہوتے‬ ،‫ہے‬ ‫جو‬ ‫ایک‬ ‫پروگرام‬ ‫کے‬ ‫تحت‬ ‫شامل‬ ‫کے‬ ‫جاتے‬ ‫ہے‬ ‫تا‬ ‫کی‬ ‫طالب‬ ‫علم‬ ‫کی‬ ،‫ذہنی‬ ،‫جسمانی‬ ،‫جذباتی‬ ‫تسوفی‬ ‫اور‬ ‫اخالقی‬ ‫نشونما‬ ‫ہو‬ . DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 15
  • 16.  Krug (1957) defined as “Curriculum consists of all the means of instruction used by the school to provide opportunities for student learning experiences leading to desired learning outcome” ‫کرگ‬ – ‫نصاب‬ ‫میں‬ ‫تدریس‬ ‫کے‬ ‫سبی‬ ‫ذرے‬ ‫ہوتے‬ ،‫ہے‬ ‫جس‬ ‫کا‬ ‫استعمال‬ ‫طالب‬ ‫علم‬ ‫کو‬ ‫اکتسابی‬ ‫تجربات‬ ‫کے‬ ‫مواقع‬ ‫موہیا‬ ‫کرانے‬ ‫کو‬ ‫اسکول‬ ‫کرتا‬ ‫ہے‬ ‫تا‬ ‫کی‬ ‫اکتسابی‬ ‫مقاصد‬ ‫حاصل‬ ‫ہو‬ ‫سکے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 16
  • 17.  Doll (1978) defined that Curriculum is both a subject to be taught at colleges and universities and a field in which practitioners work. Curriculum is the formal and informal content and process by which learners gain knowledge and understanding, develop skills and alter attitudes, appreciations and values under the auspices of that school”. DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 17
  • 18.  Curriculum can be considered in terms of subject matter (Tamil, English, Mathematics, Science, Social Science, etc) or content (the way of organization and assimilation of information). ‫نصاب‬ ‫کو‬ ‫مضمون‬ ‫کے‬ ‫جیسا‬ ‫سمجھا‬ ‫جا‬ ‫سکتا‬ ‫ہے‬ – ،‫انگریزی‬ ،‫ریاضی‬ ،‫سائنس‬ - ‫یا‬ ‫مواد‬ ( ‫نفسے‬ ‫مضمون‬ ) DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 18
  • 19.  Historically and currently the dominant concept of the curriculum is that of subjects and subject matter there in to be taught by teachers and learned by students. ‫تاریخی‬ ‫لحاظ‬ ‫سے‬ ‫اور‬ ‫موجودہ‬ ‫دور‬ ‫میں‬ ‫بھی‬ ‫نصاب‬ ‫کا‬ ‫تصور‬ - ‫ایک‬ ‫مضمون‬ ‫اور‬ ‫نفسے‬ ‫مضمون‬ ‫کی‬ ‫طرح‬ ‫سمجھ‬ ‫جاتا‬ ‫ہے‬ – ‫جس‬ ‫کی‬ ‫تدریس‬ ‫معلم‬ ‫کرتا‬ ‫ہے‬ ‫اور‬ ‫جسے‬ ‫طالب‬ ‫علم‬ ‫سکتا‬ ‫ہے‬ . DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 19
  • 20.  B.F. Skinner views the curriculum as being formulated according to behaviouristic objectives. The curriculum is the series of experiences which children and youth must have by way of attaining activity-based objectives. ‫اسکننر‬ ‫کی‬ ‫رائے‬ ‫میں‬ ‫نصاب‬ ‫بحووریسٹک‬ ‫مقاصد‬ ‫کے‬ ‫لحاظ‬ ‫سے‬ ‫تیارکیا‬ ‫جاتا‬ ‫ہے‬ . DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 20
  • 21.  W. W. Chatters (1923) viewed curriculum as a series of objectives that students must attain by way of a series of learning experiences ‫چیٹرس‬ ‫کے‬ ‫مطابق‬ ‫نصاب‬ ‫بطورمقاص‬ ‫کی‬ ‫سیریز‬ ،‫ہے‬ ‫جسے‬ ‫طالب‬ ‫علم‬ ‫کو‬ ‫اکتسابی‬ ‫تجروبات‬ ‫کی‬ ‫سیریز‬ ‫کے‬ ‫ذریعے‬ ‫حاص‬ ‫ل‬ ‫کرنا‬ ‫ہوتا‬ ‫ہے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 21
  • 22.  Edgar Bruce stated that the curriculum is “an educational instrument, planned and, used by the school to effect the purposes”. ‫ایڈگر‬ ‫بروسنے‬ ‫کہا‬ ‫کے‬ ‫نصاب‬ ‫ایک‬ ‫تعلیمی‬ ‫آال‬ ،‫ہے‬ ‫منصوبہ‬ ‫ہے‬ ‫؛‬ ‫جس‬ ‫کا‬ ‫استمال‬ ‫اسکول‬ ‫کے‬ ‫ذریعے‬ ‫مقاصد‬ ‫کو‬ ‫حاصل‬ ‫کرنے‬ ‫کے‬ ‫لئے‬ ‫کیا‬ ‫جاتا‬ ‫ہے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 22
  • 23.  Curriculum can be considered as a system for dealing with people and the processes or organization of personnel and procedures for implementing the system (Babcock, McNeil, Untruth). ‫نصاب‬ ‫کو‬ ‫لوگو‬ ‫کے‬ ‫ساتھ‬ ‫معمالت‬ ‫کرنے‬ ‫کا‬ ‫نظام‬ ‫سمجھ‬ ‫جا‬ ‫سکتا‬ ‫ہے‬ ‫اور‬ ‫عمل‬ ‫یا‬ ‫اہلکار‬ ‫کی‬ ‫تنظیم‬ ‫اور‬ ‫نظام‬ ‫کو‬ ‫نفس‬ ‫کرنے‬ ‫کا‬ ‫طریقہ‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 23
  • 24.  Curriculum can also be viewed as a field of study, comprising its own foundations and domains of knowledge, as well as its own research, theory, and principles (Orlosky and Smith, Schubert and Tanners). ‫نصاب‬ ‫کو‬ ‫مطالع‬ ‫کا‬ ‫میدان‬ ‫سمجہ‬ ‫جا‬ ‫سکتا‬ ،‫ہے‬ ‫جس‬ ‫کا‬ ‫اپنی‬ ‫بنیاد‬ ‫ہوتی‬ ،‫ہے‬ ‫اپنی‬ ‫علم‬ ‫کا‬ ‫دائرہہوتا‬ ‫ہے‬ ‫اور‬ ‫اپنی‬ ،‫تحقیق‬ ‫تھیوری‬ ‫اور‬ ‫اصل‬ ‫ہوتے‬ ‫ہے‬ . DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 24
  • 25.  Realisation of Educational Objectives ‫لئے‬ ‫کے‬ ‫کرنے‬ ‫حاصل‬ ‫مقاصد‬ ‫تعلیمی‬  Proper use of Time and Energy ‫استمال‬ ‫مناسب‬ ‫کا‬ ‫توانائی‬ ‫اور‬ ‫وقت‬  Acquisition of Knowledge ‫لئے‬ ‫کے‬ ‫کرنے‬ ‫حاصل‬ ‫معلومات‬  Determining Structure Of Content ‫لئے‬ ‫کے‬ ‫کرنے‬ ‫تے‬ ‫دہاچا‬ ‫کا‬ ‫مضمون‬ ‫نفسے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 25
  • 26.  Development of Personality ‫شخصیت‬ ‫کی‬ ‫نشونما‬  Preparation of Text Book ‫کے‬ ‫کرنے‬ ‫تیار‬ ‫کتاب‬ ‫درسی‬ ‫لئے‬  Conducting Examination ‫امتحان‬ ‫کے‬ ‫لینے‬ ‫لئے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 26
  • 27.  Organising Teaching And Learning Situation ‫تدریسی‬ - ‫لئے‬ ‫کے‬ ‫کرنے‬ ‫انقاد‬ ‫کا‬ ‫حالت‬ ‫اکتسابی‬  Decision about Instructional method ‫لئے‬ ‫کے‬ ‫لینے‬ ‫فیصلہ‬ ‫کا‬ ‫انتخاب‬ ‫کا‬ ‫طریقے‬ ‫تدریسی‬  Development of Knowledge, Skill And Attitude ‫کے‬ ‫نشونما‬ ‫کے‬ ‫نظریہ‬ ‫اور‬ ‫مہارت‬ ، ‫علم‬ ‫لئے‬ DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 27
  • 28. DR. MIRZA MAHEFOOZ BAIG ‫بیگ‬ ‫محفوظ‬ ‫مرزا‬ ‫ڈاکٹر‬ 28 THANK YOU