- ข้อความ
- ประวัติศาสตร์
LEVELS OF CURRICULUMEducators—as we
LEVELS OF CURRICULUM
Educators—as well as laypersons—sometimes refer to the different levels of
curriculum interchangeably, provoking a situation that can lead to confusion about
the meaning of curriculum. As used here, the term levels of curriculum refers to the
degree of remoteness from the students for whom the curricula were planned.
Levels of curriculum based on the account of Goodlad and Su (1992) include
societal, institutional, instructional, and experiential curricula.
• The societal level is curriculum farthest removed from learners and is designed
by the public, including politicians, representatives of special interest groups,
administrators at different levels, and professional specialists. Using sociopolitical
processes, these groups often decide the goals, the topics to be studied, the time to
be spent, and the materials to be used.
• Institutional curricula serve schools and are derived largely from societal
curricula with modifications by local educators and laypersons. This curriculum is
commonly organized according to subjects and includes the topics and themes to be
studied. Institutional curricula include the district or school ' s written documents
containing standards, philosophies, lesson plans, and guides. Sometimes this
curriculum, also called the explicit curriculum, is the target of reform efforts.
• The instructional curriculum refers to the one that teachers plan and deliver in
schools. Teachers base instructional curricula on what has been determined as
necessary or desirable for their school by school authorities. As expected, however,
this curriculum takes on the individual teacher ' s priorities, views of education, and
style and is also subject to reform and criticism. An instructional curriculum that is
actually used in a classroom often varies from the planned curriculum, however,
because of student responses or other unforeseen circumstances.
• Finally, the experiential curriculum is the one perceived and experienced by
students. What is experienced differs from one student to the next because students
have different backgrounds, motivations, and levels of aspirations, to name just a
few differences. For example, some students form similar purposes for learning
experiences to those held by their teachers, but other students hold very different
purposes or no purpose at all. Therefore, the experiential curriculum is the one
internalized and made personal by learners
Educators—as well as laypersons—sometimes refer to the different levels of
curriculum interchangeably, provoking a situation that can lead to confusion about
the meaning of curriculum. As used here, the term levels of curriculum refers to the
degree of remoteness from the students for whom the curricula were planned.
Levels of curriculum based on the account of Goodlad and Su (1992) include
societal, institutional, instructional, and experiential curricula.
• The societal level is curriculum farthest removed from learners and is designed
by the public, including politicians, representatives of special interest groups,
administrators at different levels, and professional specialists. Using sociopolitical
processes, these groups often decide the goals, the topics to be studied, the time to
be spent, and the materials to be used.
• Institutional curricula serve schools and are derived largely from societal
curricula with modifications by local educators and laypersons. This curriculum is
commonly organized according to subjects and includes the topics and themes to be
studied. Institutional curricula include the district or school ' s written documents
containing standards, philosophies, lesson plans, and guides. Sometimes this
curriculum, also called the explicit curriculum, is the target of reform efforts.
• The instructional curriculum refers to the one that teachers plan and deliver in
schools. Teachers base instructional curricula on what has been determined as
necessary or desirable for their school by school authorities. As expected, however,
this curriculum takes on the individual teacher ' s priorities, views of education, and
style and is also subject to reform and criticism. An instructional curriculum that is
actually used in a classroom often varies from the planned curriculum, however,
because of student responses or other unforeseen circumstances.
• Finally, the experiential curriculum is the one perceived and experienced by
students. What is experienced differs from one student to the next because students
have different backgrounds, motivations, and levels of aspirations, to name just a
few differences. For example, some students form similar purposes for learning
experiences to those held by their teachers, but other students hold very different
purposes or no purpose at all. Therefore, the experiential curriculum is the one
internalized and made personal by learners
0/5000
LEVELS OF CURRICULUMEducators—as well as laypersons—sometimes refer to the different levels ofcurriculum interchangeably, provoking a situation that can lead to confusion aboutthe meaning of curriculum. As used here, the term levels of curriculum refers to thedegree of remoteness from the students for whom the curricula were planned.Levels of curriculum based on the account of Goodlad and Su (1992) includesocietal, institutional, instructional, and experiential curricula.• The societal level is curriculum farthest removed from learners and is designedby the public, including politicians, representatives of special interest groups,administrators at different levels, and professional specialists. Using sociopoliticalprocesses, these groups often decide the goals, the topics to be studied, the time tobe spent, and the materials to be used.• Institutional curricula serve schools and are derived largely from societalcurricula with modifications by local educators and laypersons. This curriculum iscommonly organized according to subjects and includes the topics and themes to bestudied. Institutional curricula include the district or school ' s written documentscontaining standards, philosophies, lesson plans, and guides. Sometimes thiscurriculum, also called the explicit curriculum, is the target of reform efforts.• The instructional curriculum refers to the one that teachers plan and deliver inschools. Teachers base instructional curricula on what has been determined asnecessary or desirable for their school by school authorities. As expected, however,this curriculum takes on the individual teacher ' s priorities, views of education, andstyle and is also subject to reform and criticism. An instructional curriculum that isactually used in a classroom often varies from the planned curriculum, however,because of student responses or other unforeseen circumstances.• Finally, the experiential curriculum is the one perceived and experienced bystudents. What is experienced differs from one student to the next because studentshave different backgrounds, motivations, and levels of aspirations, to name just afew differences. For example, some students form similar purposes for learningexperiences to those held by their teachers, but other students hold very differentpurposes or no purpose at all. Therefore, the experiential curriculum is the oneinternalized and made personal by learners
การแปล กรุณารอสักครู่..
LEVELS OF CURRICULUM
Educators—as well as laypersons—sometimes refer to the different levels of
curriculum interchangeably, provoking a situation that can lead to confusion about
the meaning of curriculum. As used here, the term levels of curriculum refers to the
degree of remoteness from the students for whom the curricula were planned.
Levels of curriculum based on the account of Goodlad and Su (1992) include
societal, institutional, instructional, and experiential curricula.
• The societal level is curriculum farthest removed from learners and is designed
by the public, including politicians, representatives of special interest groups,
administrators at different levels, and professional specialists. Using sociopolitical
processes, these groups often decide the goals, the topics to be studied, the time to
be spent, and the materials to be used.
• Institutional curricula serve schools and are derived largely from societal
curricula with modifications by local educators and laypersons. This curriculum is
commonly organized according to subjects and includes the topics and themes to be
studied. Institutional curricula include the district or school ' s written documents
containing standards, philosophies, lesson plans, and guides. Sometimes this
curriculum, also called the explicit curriculum, is the target of reform efforts.
• The instructional curriculum refers to the one that teachers plan and deliver in
schools. Teachers base instructional curricula on what has been determined as
necessary or desirable for their school by school authorities. As expected, however,
this curriculum takes on the individual teacher ' s priorities, views of education, and
style and is also subject to reform and criticism. An instructional curriculum that is
actually used in a classroom often varies from the planned curriculum, however,
because of student responses or other unforeseen circumstances.
• Finally, the experiential curriculum is the one perceived and experienced by
students. What is experienced differs from one student to the next because students
have different backgrounds, motivations, and levels of aspirations, to name just a
few differences. For example, some students form similar purposes for learning
experiences to those held by their teachers, but other students hold very different
purposes or no purpose at all. Therefore, the experiential curriculum is the one
internalized and made personal by learners
Educators—as well as laypersons—sometimes refer to the different levels of
curriculum interchangeably, provoking a situation that can lead to confusion about
the meaning of curriculum. As used here, the term levels of curriculum refers to the
degree of remoteness from the students for whom the curricula were planned.
Levels of curriculum based on the account of Goodlad and Su (1992) include
societal, institutional, instructional, and experiential curricula.
• The societal level is curriculum farthest removed from learners and is designed
by the public, including politicians, representatives of special interest groups,
administrators at different levels, and professional specialists. Using sociopolitical
processes, these groups often decide the goals, the topics to be studied, the time to
be spent, and the materials to be used.
• Institutional curricula serve schools and are derived largely from societal
curricula with modifications by local educators and laypersons. This curriculum is
commonly organized according to subjects and includes the topics and themes to be
studied. Institutional curricula include the district or school ' s written documents
containing standards, philosophies, lesson plans, and guides. Sometimes this
curriculum, also called the explicit curriculum, is the target of reform efforts.
• The instructional curriculum refers to the one that teachers plan and deliver in
schools. Teachers base instructional curricula on what has been determined as
necessary or desirable for their school by school authorities. As expected, however,
this curriculum takes on the individual teacher ' s priorities, views of education, and
style and is also subject to reform and criticism. An instructional curriculum that is
actually used in a classroom often varies from the planned curriculum, however,
because of student responses or other unforeseen circumstances.
• Finally, the experiential curriculum is the one perceived and experienced by
students. What is experienced differs from one student to the next because students
have different backgrounds, motivations, and levels of aspirations, to name just a
few differences. For example, some students form similar purposes for learning
experiences to those held by their teachers, but other students hold very different
purposes or no purpose at all. Therefore, the experiential curriculum is the one
internalized and made personal by learners
การแปล กรุณารอสักครู่..
ระดับของการศึกษาหลักสูตร
รวมทั้งความบางครั้งอ้างถึงระดับ
หลักสูตรนั้น ยั่วยุให้เกิดสถานการณ์ที่สามารถทำให้เกิดความสับสนเกี่ยวกับ
ความหมายของหลักสูตร เท่าที่ใช้มา ระดับระยะของหลักสูตรหมายถึง
- ห่างไกลจากนักศึกษาที่หลักสูตรมีการวางแผน .
ระดับของหลักสูตรตามบัญชีของ goodlad ซู ( 1992 ) รวมถึง
สังคม , สถาบัน , เรียนการสอน และหลักสูตรแบบประสบการณ์ .
- ระดับ 3 เป็นหลักสูตรที่ไกลออกไปจากผู้เรียน และออกแบบ
โดยสาธารณะ รวมทั้งนักการเมือง ตัวแทนของกลุ่มผลประโยชน์พิเศษ
ผู้บริหารในระดับต่างๆ และผู้เชี่ยวชาญมืออาชีพ ใช้ sociopolitical
กระบวนการกลุ่มเหล่านี้มักจะเลือกเป้าหมาย หัวข้อที่จะศึกษา เวลา
ต้องใช้เวลา และวัสดุที่ต้องใช้ ให้โรงเรียนและสถาบันหลักสูตร
-
( ไปจากสังคมมีการปรับเปลี่ยนหลักสูตรโดยวิทยากรท้องถิ่นและความ . หลักสูตรนี้จัดโดยทั่วไป
ตามวิชา และมีหัวข้อและหัวข้อที่จะ
)
รวมทั้งความบางครั้งอ้างถึงระดับ
หลักสูตรนั้น ยั่วยุให้เกิดสถานการณ์ที่สามารถทำให้เกิดความสับสนเกี่ยวกับ
ความหมายของหลักสูตร เท่าที่ใช้มา ระดับระยะของหลักสูตรหมายถึง
- ห่างไกลจากนักศึกษาที่หลักสูตรมีการวางแผน .
ระดับของหลักสูตรตามบัญชีของ goodlad ซู ( 1992 ) รวมถึง
สังคม , สถาบัน , เรียนการสอน และหลักสูตรแบบประสบการณ์ .
- ระดับ 3 เป็นหลักสูตรที่ไกลออกไปจากผู้เรียน และออกแบบ
โดยสาธารณะ รวมทั้งนักการเมือง ตัวแทนของกลุ่มผลประโยชน์พิเศษ
ผู้บริหารในระดับต่างๆ และผู้เชี่ยวชาญมืออาชีพ ใช้ sociopolitical
กระบวนการกลุ่มเหล่านี้มักจะเลือกเป้าหมาย หัวข้อที่จะศึกษา เวลา
ต้องใช้เวลา และวัสดุที่ต้องใช้ ให้โรงเรียนและสถาบันหลักสูตร
-
( ไปจากสังคมมีการปรับเปลี่ยนหลักสูตรโดยวิทยากรท้องถิ่นและความ . หลักสูตรนี้จัดโดยทั่วไป
ตามวิชา และมีหัวข้อและหัวข้อที่จะ
)
การแปล กรุณารอสักครู่..
ภาษาอื่น ๆ
การสนับสนุนเครื่องมือแปลภาษา: กรีก, กันนาดา, กาลิเชียน, คลิงออน, คอร์สิกา, คาซัค, คาตาลัน, คินยารวันดา, คีร์กิซ, คุชราต, จอร์เจีย, จีน, จีนดั้งเดิม, ชวา, ชิเชวา, ซามัว, ซีบัวโน, ซุนดา, ซูลู, ญี่ปุ่น, ดัตช์, ตรวจหาภาษา, ตุรกี, ทมิฬ, ทาจิก, ทาทาร์, นอร์เวย์, บอสเนีย, บัลแกเรีย, บาสก์, ปัญจาป, ฝรั่งเศส, พาชตู, ฟริเชียน, ฟินแลนด์, ฟิลิปปินส์, ภาษาอินโดนีเซี, มองโกเลีย, มัลทีส, มาซีโดเนีย, มาราฐี, มาลากาซี, มาลายาลัม, มาเลย์, ม้ง, ยิดดิช, ยูเครน, รัสเซีย, ละติน, ลักเซมเบิร์ก, ลัตเวีย, ลาว, ลิทัวเนีย, สวาฮิลี, สวีเดน, สิงหล, สินธี, สเปน, สโลวัก, สโลวีเนีย, อังกฤษ, อัมฮาริก, อาร์เซอร์ไบจัน, อาร์เมเนีย, อาหรับ, อิกโบ, อิตาลี, อุยกูร์, อุสเบกิสถาน, อูรดู, ฮังการี, ฮัวซา, ฮาวาย, ฮินดี, ฮีบรู, เกลิกสกอต, เกาหลี, เขมร, เคิร์ด, เช็ก, เซอร์เบียน, เซโซโท, เดนมาร์ก, เตลูกู, เติร์กเมน, เนปาล, เบงกอล, เบลารุส, เปอร์เซีย, เมารี, เมียนมา (พม่า), เยอรมัน, เวลส์, เวียดนาม, เอสเปอแรนโต, เอสโทเนีย, เฮติครีโอล, แอฟริกา, แอลเบเนีย, โคซา, โครเอเชีย, โชนา, โซมาลี, โปรตุเกส, โปแลนด์, โยรูบา, โรมาเนีย, โอเดีย (โอริยา), ไทย, ไอซ์แลนด์, ไอร์แลนด์, การแปลภาษา.
- This time now is about 6pm here and im h
- เธอต้องการหนังสือ
- Pure
- งานตัด,เจียร
- โยเกิร์ต
- คุณโกรธฉันใช่ไหม
- motion sickness
- สวัสดี ยุนฮวา คะ
- Recovery time was similar in all cases.
- เหมียว
- Recovery time was similar in all cases.
- snack bar
- This time now is about 6pm here and im h
- ตามอีเมล์ที่แล้ว
- 3G was first implemented in 2009 as a re
- ไอ้หมาน้อย
- Let the storm go through!Everything went
- สิ้นสุด
- You must think I'm talkative. But it's t
- wanna
- คุณเคยกินอาหารไทยไหม
- Commission = 10000 ฿ / Month
- การช่วยเหลือ
- There Will Come A Day
