奇书网

On the Naming of Curriculum Standards02（第1页）

OntheNamingofCurridards02

（c）Thebroad-sensedcurriculum。Atthebeginniheripeopleweredissatisfiedwiththeschoolsubjects，subjectedudsubjectcurridtheytlydefihecurriculumasthetotal（real）experieudentsobtaiheguidahesceptsofcurriculumhavebeenbroadened。

（d）Twotroversialpointsfromthebroad-seofcurriculum。Thebroad-seofcurriculumbegahe1930s，utearoseiioheUes。Theirdisputeteredaroundtwopoints:valueahevaluedisputereferstosuchadisputeastheooDeweywhensomescholarscriticizedhimforhismetaphorofeduwithgrowththatcouldspreadinawrohusthebroad-seofcurriculumhasbeesinofivelearudentsgotoschooltolearhinggood，hingbad。b）Thecoursedisputewasbroughtaboutbytheviewofedudphilosophythatemphasizedadthecourseofexperience。Curritaioofteag，butalsoadmethods。Theceptofcurriculumwasbroadeoiyahodsofteag。Thesfavorofthisbroadeofcurriculumwouldbelievethatitrogressiveandanyproblemscausedbythenarrow-sensedcurriculum。Thoseinfavorofthenarrow-seofcurriculumwouldtakeitas“offside”aion”。

&hediffereweenthecurriculumadthepublicethe1930s，curriculumhasbeeheAmericurriculumacademiaastheresultofreallearningexperiendschool。Scholarsttheviewressiveedu，opeion，hiddencurridreceptualism，aicalofsubjectcurricula，arealliowelethebroad-seofcurriculum。Theystressthemeaningof“currere”asaverbahemeaningof“curriculum”asanourary，peopletTyler'snotionandthepubifavorofthenarrow-seofcurriculum。Thedifferewoareshowninthefollo>

Table2parisohebroad-sensedandnarrow-sensedcurricula

Thedifferenddisputesoioioweenlearion，teadcurriculumreflectdiffereheuandingofthemeaningahefourterms。Itisnaturalthatpeoplehavedifferesomeunnecessarydisputesesbeelimireeifattemptismadetoclarifytheterms。Duetothelasensusonthemeaning，edu，teadcurriculum，alotofdifferenttermsahetermsocce，therehasbeeheissueofnaming。

4。Theplexrelatioeadcurricula

4。1Thediffereoteadho>

&estotheclarifiecoreissuesiion，ithasbeenalongtraditiowoquestions:whattoteadhowtoteach。Thetwoquestionsareofdifferecloselyected。Whattoteavolvestextbooks（erialthingsandteagaids），andhowtoteachisassociatedwithteagmethods。InthebeginnihchapterofDewey'sDemodEdu，itoihatteagmaterialsandteagmethrated。Therefore，thetwootbeioeachother。Ifteagmaterialsandteagmethodsdrespectivelytocurridteaingeneralcurridteagarecloselyrelated。Theiriionbeshowninthefollowing。Whattoteach-＞Edualt-＞Teagmaterials-＞Curriculum

Howtoteach-＞Edualapproaches-＞Teagmethods-＞TeagFigure1Theindepeeraofcurridteag

4。2Disofwhattoteachbeforeho>

Inmaoteasideredpriortothedisofhowtoteach。Therearefourpossiblereasoendtothinkthatitistherighthttodecidewhattoteachbeforethedisofhowtoteat。（2）areshislessons，hesheismorelikelytofocusfirstonwhattoteadthenonthedingactivitiesoftheteadstudents。（3）Ihe19thtury，whentheprimaryandsedaryswasestablished，thefodwereoofedudwhatsubjectstobetaught，ratherthanonhowtoteach。（4）Teaprimaryandsedaryschoolsareofteheteaaeagmaterialsaheybegihisisthereasonwhy“teagmaterialsahod”isaiion，not“teagmethodandmaterials”。Whenwhattoteachisdiscussedbeforehowtoteaceptofteagmethodisnarroladteagmaterials。Agly，itisrationaltosiderthecurriculumbeforetheteagitself。Therelatiohecurridteagisillustratedasfollows:

Firsttoreflewhattoteaho>

Firsttorefletheteagmaterials-＞theeag

Firsttoreflethecurriculum-＞theioherelatioweencurridinstru

4。3Abroadceptofcurriculumshouldieagmethod

&henarrow-seofcurriculumwasuicism，abroad-seofcurriculumed。Thecurrioloofedudwhattoteach。Thebroad-sensedcurriculumdealswithnotonlywhattoteach，butalsohowtoteach。Therefore，currisistsofboththedmethodofedu。Withfurthersideration，wemayfindthatthebroad-sensedcurriculumhasalreadyieagorinstru。tly，thebroad-sehenarrow-sensedcurriculaco-exist，andnosushasbeeherelatiohetwotypesofcurridteagisshowninthefollowingfigure。

Whattoteaarrow-sensedcurriculum）-＞Teagmaterials-＞Howtoteach-＞Curriculumbeforeteag

&ionalactivity（broad-sensedcurriculum）-＞Whattoteadhowtoteach-＞Teagmaterialsandteagmethod-＞Currigteag

Prodresultsofedu（broad-sensedcurriculum）-＞Expansiosuion-＞Currigteadmorebeyoion

Figure3Relatiohebroad-sehenarrow-sensedcurridteag

4。4theUesgthesequeioweencurridteag

&hturywitnessedseveralimportaheUes，whitributedtosequentialandiionshipofcurridteag。

&ablishmentofspecializeddepartments。In1938，TeachersbiaUuptheDepartmentofCurridTeag，whichwasthefirstdepartmentnamedasCurriculum＆TeatheUes。Thetwoacademicresearchfieldsofcurridteaghavesinmadeseparatefromtheoverallresearchofeduinistratioion。Curridteagdepartments，institutesadegreecantoappearinaningmanner。InEnglish，however，“curridinstruorepopularthan“curridteag”。Theuseofthesenameshashelpedpeopletogetfamiliarizedtedterm“curridinstru”。

（2）Importantacademiographs。AftercurridinstrueaseparateareseariialbookentitledBasiciplesofCurridInstrubyRTyler，ublishedin1949bytheUyofChicago。ThisbookedoutoftheTyler'sleotes。Fouressespertiheresearchofcurriculaweredisthebook。Asfarastherelatioweencurridteagised，fourpoihnotighere。（a）Instruratherthanteagwasusedile。（b）Thetitleenhancedpopularityoftheterm“curridinstru”。（c）Thebookusedthearrow-sensedcurriculum，i。e。thelearningprogram。Furthermore，thecurriculumwasdesigiardinginstruplementationofacurriculum。（d）Thereisnotmuchdisinstru，butthefourthmajoraspectofevaluationincurriculumthewasdoru，asifinstrubeddediofthecurriculum。

（3）Taxonomyofthebehaviorobje1956，Bloomputforwardthetaxoioivesfnitivedomain，advaheoryofbehaviorobjectives。Theterm“behaviorobjective”wasinallyusedincurriculumdevelopment。Inthe1960s，wheeredalotofcriticism，itwaslessusedinthefieldofcurriculum。However，ithasbeenpningteagobjectivesreparetheirteag。Therearefewerspecifiedbehaviorobjecurriculum，butmoreinteathisicurriculumisasuperordiakespri。

4。5Thestablerelatioeadacurriculum

Obviously，thestablerelatioeadacurriculumisbasedoioeadcurriceptortheseeadcurriculumhasged，thestablerelationshipmaygeagly。Thereareusuallytwoontypesofrelatioeadacurriculum。

（1）“Broad-seeag”—broad-seeadanarrow-sensedcurriculum。Theceptofteagisalikewith，closeto，ahthatofedu。Teagisregardedasbroad-sehemeaningofteagiscloseorequaltothatofedudwhencurriculumappearsasanarrow-sehenwedevelopthetermof“teagbeforecurrid“teagcurriculum”，alsotheideaof“teadcurristeadof“curridteaderthiscept，curriculumisthetofteadshouldbedealtwithintheprocessofteaaybesaidthatteaglaysouttheteatentsahusteagispriortocurriculum。Itisespeciallytheteagisdefiheprocessof“teadlearead“learning”areiofeachother，orwhencurriculumisdefieagmaterial，t，subje。Theseviewsbelongtotheideaofnarrow-sensedcurridbroad-seeag。