George Beauchamp (1981) recognized the following procedures for curriculum development described by Tyler: the process of determining objectives, selecting and organizing learning experiences, and evaluating the program of curriculum and instruction. Two additional ingredients are included in Beauchamp’s design model: a set of rules designating how the curriculum is to be used and an evaluation scheme outlining how the curriculum is to be evaluated. The essential dimensions of his position of curriculum development are shown in Figure 2.
According to Beauchamp (1981), a curriculum possesses five properties or characteristics: (a) It is a written document; (b) it contains statements outlining the goals for the school for which the curriculum was designed; (c) it contains a body of culture content or subject matter that tentatively has the potential for the realization of the school's goals; (d) it contains a statement of intention for use of the document to guide and direct the planning of instructional strategies; and (e) it contains an evaluation scheme. Thus, by definition, a curriculum is a written plan depicting the scope and arrangement of the projected educational program for a school.
As shown in Figure 2, provision is made for a statement of goals, or purposes, for the school. Beauchamp argues that at the level of curriculum planning, it is recommended that these goal statements be phrased in general terms, whereas the preparation of specific behavioral objectives should be left to the level of instructional planning.
George Beauchamp (1981) recognized the following procedures for curriculum development described by Tyler: the process of determining objectives, selecting and organizing learning experiences, and evaluating the program of curriculum and instruction. Two additional ingredients are included in Beauchamp’s design model: a set of rules designating how the curriculum is to be used and an evaluation scheme outlining how the curriculum is to be evaluated. The essential dimensions of his position of curriculum development are shown in Figure 2.According to Beauchamp (1981), a curriculum possesses five properties or characteristics: (a) It is a written document; (b) it contains statements outlining the goals for the school for which the curriculum was designed; (c) it contains a body of culture content or subject matter that tentatively has the potential for the realization of the school's goals; (d) it contains a statement of intention for use of the document to guide and direct the planning of instructional strategies; and (e) it contains an evaluation scheme. Thus, by definition, a curriculum is a written plan depicting the scope and arrangement of the projected educational program for a school.As shown in Figure 2, provision is made for a statement of goals, or purposes, for the school. Beauchamp argues that at the level of curriculum planning, it is recommended that these goal statements be phrased in general terms, whereas the preparation of specific behavioral objectives should be left to the level of instructional planning.
การแปล กรุณารอสักครู่..
![](//thimg.ilovetranslation.com/pic/loading_3.gif?v=b9814dd30c1d7c59_8619)