ONLINE
ASSIGNMENT
ON
Meaning
of curriculum, syllabus,
Principles
of Curriculum construction and Hidden Curriculum
INTRODUCTION
We
have seen that science is taught to pupil’s as it would help to realize certain
values and aims by which they would become better individuals. But such goals
cannot be reached through a vacuum. We require some appropriate medium through
which anticipated changes could be brought about. The science curriculum is the
medium required for the purpose. As such , every science teacher has to get a
clear and thorough knowledge about the importance, meaning, scope and nature of
a good science curriculum together for its development and transaction. It include
the meaning of curriculum, syllabus, principles of curriculum construction,
hidden curriculum.
Curriculum is the crux of the whole
educational process. Without curriculum we cannot conceive any educational endeavour.
School curriculum of a country, like its constitution reflects the ethose of
that country.
THE CONCEPT OF CURRICULUM
The
term curriculum derived from the Latin word currere which means path. In this
sense curriculum is the path through which the student has to go forward in
order to reach the goal envisaged by education. Usually the term curriculum is
understood as a group of subjects prescribed for study in a particular course.
But curriculum is not confined to this narrow concept. Curriculum should be
consider as a broad- based term encompassing every aspects concerning a course
of study. Curriculum for a course to study may be conceived as the totality of
experiences a pupil is exposed to within the boundaries of the school and outside
while undergoing that course, with a view to achieve the anticipated
educational goals.
Definition of curriculum
Curriculum has been defined by different persons in
different ways. Some base the definition on its narrow scope while others
define it in a much broader sense. Let us now acquaint ourselves with some of
the definitions of curriculum.
1. Curriculum
embodies all the experiences which are utilized by the school to attain the
aims of education –Munroe.
2. Curriculum
is a tool in the hands of an artist (teacher) to mould his materials (pupils)
according to his ideals (objectives) in his studio (school) – Arthur Cunningham.
3. Curriculum
is made up of everything that surrounding the learner in all his working hours
– H.L Laswell
4. Curriculum
is that which the pupil is taught. It involves more than the act of learning
and quiet study. It involves occupations, productions, achievement, exercise
and activity – H.H. Horne.
In brief, curriculum is the means of achieving
the goals of education. It includes all those experiences, activities and
environmental influences which the student receives during his educational
career, for the realization of a varity of anticipated goals.
CURRICULUM AND SYLLABUS
Curriculum is not merely
syllabus, because the latter is only is only verbal, book oriented and
theoretical, while the former is not. Syllabus is much more specific, speaking
of the details of the study, the hierarchical order of presenting the content
etc. It forms the basis for writing text books, preparing teacher’s guide and
planning lessons. Syllabus places more stress on the specific learning materials
to be internalized. On the other hand, the scope of curriculum is much broader
and deeper, for it comprehends every aspect of the educand’s life’ seeks to
satisfy all his requirements and aspires to develop every aspects of his
personality. Hence, the syllabus of any subjects for a particular course of
study can be considered as an important aspect of the related curriculum which
states what materials are to be taught and in which order. Because of this
limited scope of a syllabus the two terms should not be treated as synonymous.
In addition to what is prescribed in the syllabus, the curriculum includes
various kinds of curricular and co-curricular activities as well as the various
aspects of the social, natural and educational environment with reference to
which experiences are transacted. In short, it includes all learning experiences
that would lead the learner to anticipated goal.
PRINCIPLES OF CURRICULUM
CONSTRUCTION
Educationists have laid down
certain general principles for developing curriculum. Some of these basic
principles are indicated below,
1. The principle of child – centredness
Curriculum should be child centered. It must
be based on the present need, requirements and circumstances of the child. The
child needs more experience than instruction. If we wish our pupils to reveal
initiative, co-operation and social responsibility, we should develop these
qualities in them by means of meaningful activities appropriate to their stage
of psychological development. True education can be acquired only through
activity and experience. Curriculum meant for any particular stage, therefore,
should be framed in accordance with the child’s developmental characteristics
as well as its capabilities and needs at that stage
2. The principle of community centredness
Besides treating each child
as an individual, we should also view him as a member of the community to which
he belongs. In fact, the learner is going to an active member of the community,
as a citizen. It is, therefore, quite desirable that his needs and desires must
harmonise with the needs and desires of tose amongst whom he has to live. Te
child cannot be educated in a vacuum. He is to be educated in a school established
by he society and by interacting with other members of the society. The goals
formulated by the school which depend upon the purpose of the society determine
the nature of the curriculum. But the society is not static, It is dynamic and
continuously changing modern world is not as simple as it used to be in the
past. Any curriculum has to prepare the learners to face this challenge posed
by the community with efficiency.
3. The principle of Activity-centredness
Action is the sign of life. Man is an active being. Therefore, the curriculum
should provide for a variety of activities both physical and mental in which
children are naturally interested. The activity must be connected with the
child’s desires and needs as well as societal and educational requirements.
Emphasis should be given to learning by doing through the activities of hand,
head and heart. These may be in the form of play activities at the pre-primary
stage, project activities at the primary stage and constructive and creative
activities at the secondary stage. At the same time. It has to be remembered
that physical activities should lead to internal reflections.
4.The principle of integration
By integration we do not merely mean
integration of subjects. Integration warrants that activities carried on in a
school and the experiences thus gained should not be treated in watertight
compartments. These should be so designed as to lead the child to establish a
functional with the environment. Such a curriculum will safeguard the general,
liberal, and vocational aspects of education.
5. Forward looking principle
The aim of education is to prepare
the child for an effective adult life. Therefore, the curriculum should reflect
an insight into the future life of the child. It should enable the child to
prepare for a vocation. It should equip him with the caliber to meet the
challenges of life in future.
6. Conservative principle
The curriculum should preserve and
transmit the traditions and culture of human race. It should embrance such
subjects, topics or activities by which students should cultivate a sense of
respect for their traditions and culture selection of such items should,
however, be made with great care, according to the mental development of
children.
7.Renewal principle
While conserving and
transmitting the cultural heritage education should cater to renewal of the
culture to suit the requirements of chainging times. Hence curriculum should be
so constructed as to facilitate renewal of the society by infusing dynamism in
all aspects.
8. Creative Principle
God has created the universe and men have created other
things in it. By nature, man is creative therefore, education should be 30
moulded as to enable one develop one’s creativity. The curriculum should
consist such items that would enable children to exercise their creative powers
so that creativity is fostered, which in turn will enable them to modify their
environment according to the needs of time.
9. Motivation
Principle
The curriculum should be tailored to suit the needs and
interests of the pupils. It must be goal directed. It should thus motivate the
pupils to actively particiapte in the learning process with an innate desire
arishing our of intrinsic motivation
10. Maturity
Principle
The curriculum should be suited to the mental and
physical maturity of the pupil.
11. The
principle of preparation for life.
The school curriculum should include such elements that
would prepare children for their future life. That is, they should be able to
earn their livelihood sufficiently and adjust themselves with the society
efficiently. It should equip the child with the calibre to meet the challenges
of life.
12. The principle of elasticity and flexibility
Since the needs of individual and the society go on
changing, a rigid and static curriculum cannot meet the requirements of the
child or of the society. Moreover, experiences to be presented have to be
modified to suit the environment. Societal conditions, learning atmosphere etc,
Also, pupils differ in intelligence, tasted and skills too. The curriculum by
its elasticity can cater to all auch requirements posed by environmental and
individual differences
13. The
principle of comprehensiveness
The curriculum must be comprehensive enough to confirm to
the needs of various individuals or communities. It must be broad based to
include a wide variety of subjects suited to the needs of various types of
pupils and the society with all its diversities. Comprehensiveness has to be
reflected also in it’s potential to cater to the comprehensive or total
development of an individual
14. The
Principle of Balance
Curriculum should maintain proper balance between direct
and indirect experience, liberal and professional education, individual and
social aims, compulsory and optional subjects etc.
15. The
Principle of Utility
Curriculum should be of practical use of the pupil and
hence should maintain vocational and technical bias. Due emphasis should be
given work experience.
In short, a curriculum should be will balanced,
property-graded, fairly broad based and appropriately designed for meeting the
needs of the child on the one hand and those of the society, on the other.
HIDDEN CURRICULUM
The phrase hidden curriculum was orginally coined by
Philip Jackson to draw attention to the idea the school do more than simply aid
transmission of knowledge between one generation and next.
ie, it is a process that involves the transmission of
normals and values as well as a body of socially approval knowledge.
The term hidden curriculum refers to unofficial and
informal indtructional influences, which may support the attainment of manifest
goals. It is also called because its term are not explicitly stated in the
prescribes curriculum. But it forms part of the curriculum as it helps the
learner achieve the educational goals envisaged. Hidden curriculum can be
identified through an X-ray eye only. In order to deal with it, teach require
insight.
The basic idea behind the concept of hidden curriculum,
therefore is that pupils learn things that are not actually taught in the
firmal curriculum refers to the way, the learning process is organised.
Creating proper class climate, school diama and
environmental conditions condu ceive to the realisation of educational goals is
the first step in realising the hidden curriculum presenting models for the
desired life style and value systems in an indirect manner and motivating
pupils to internalise these consciously or unconsciously also nill help in
realising many aspects of the hidden curriculum. The educational goals thus realised
are mainly concerned with modification of the affective demain-say interests,
attitudes, values etc.
CONCLUSION
Curriculum is intimately related with all aspects of
education. While education is a developmental process, gearsed towards a
conveted goal, curriculum is the input as well as the medium that provides with
the goal oriented direction to that process. While education is the result of
learning, curriculum signifies situations and experinces for learning,
education deals primarily with why or for what purpose, but curriculum deals
with what and what way, curriculum is the plan for guiding the goal-oriented
educative process.
REFERENCE
“METHOD OF TEACHING PHYSICAL SCIENCE”
Radha
Mohan
“Science Education Methodology of Teaching And Pedagogic
Analysis”
Dr
: K Sivarajan
and
Prof
. A. Faziluddin
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