Overview of Curriculum Design and Development Part I课程设计与开发部分概述.pptVIP

This Week’s Topic Approaches to Curriculum Development (Technical and Nontechnical Models) Approaches to Curriculum Development Technical- Scientific Nontechnical- Nonscientific Technical-Scientific Curriculum development is a plan or blueprint for structuring the learning environments and coordinating the elements of personnel, materials, and equipment. This approach implies a rational approach to creating curricula. More specifically, the aims of education can be made known, can be stated precisely, and can be addressed in a linear fashion. The models in this approach employ a means-end paradigm that suggests that the more rigorous the means, the more likely the desired ends will be attained. Most Recognized Technical-Scientific Models The Ralph Tyler Model: Four Basic Principles 2. The Hilda Taba Model: Grass-roots Rationale The Francis Hunkins Decision-Making Model The Ralph Tyler Model:Four Basic Principles This is the best known technical-scientific model. In 1949, Tyler published Basic Principles of Curriculum and Instruction, in which he outlined four key points: 1) purposes of the school, 2) educational experiences related to the purposes, 3) organization of these experiences, and 4) evaluation of the purposes. From this rationale came Tyler’s model (see handout). The Hilda Taba Model:Grass-roots Rationale In Taba’s book, Curriculum development: Theory and Practice (1962), she argued that there was a definite order to creating the curriculum. Where Taba differed from Tyler was that she believed that those who teach the curriculum, the teachers, should participate in developing it. She advocated what has been called the grass-roots approach, a model whose steps or stages are similar to Tyler’s. Although Tyler did not advocate that his model only be employed by persons in the central office, educators during the early days of curriculum making thought that the central authorities really had the knowledge thereby creating “t