What Is an Educational Curriculum?

Curriculum refers to the sum of the subjects that the school students should study, as well as their processes and arrangements. Curriculum is the planning and design of educational goals, teaching content, and teaching activities, and is the sum of the implementation process of teaching plans, syllabuses, and other aspects. The broad curriculum refers to the sum of the educational content and the process that the school chooses to achieve the training goals. It includes the various disciplines and purposeful and planned educational activities taught by the school teacher. A narrow course is a subject.

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Curriculum refers to the sum of the subjects that the school students should study, as well as their processes and arrangements. Curriculum is the planning and design of educational goals, teaching content, and teaching activities, and is the sum of the implementation process of teaching plans, syllabuses, and other aspects. The broad curriculum refers to the sum of the educational content and the process that the school chooses to achieve the training goals. It includes the various disciplines and purposeful and planned educational activities taught by the school teacher.

When courses are recognized as knowledge and put into practice, the general characteristics are:

A course system is organized by scientific logic;

Course B is a reflection of social choice and social will;

C courses are established, transcendent, and static;

Course D is external to the learner and is above the learner.

The term "course" is used in our country

In the Western English world, the term Curriculum first appeared in British educator H. Spencer, "What knowledge is most valuable? "(1859). It is derived from the Latin word "Currere", which means "Race-course".

According to this etymology, the most common definition of a course is "Course of study" (referred to as course). This explanation is common in various English dictionaries, such as the British Oxford Dictionary, the American Weber Dictionary, and the International Dictionary of Education. But this interpretation is increasingly questioned in today's curriculum literature. The noun form of "Currere" means "runway", so the course is different tracks designed for different students, which leads to a traditional curriculum system; and the verb form of "Currere" means "running", so The focus of understanding the curriculum will be on the uniqueness of individual cognition and the self-construction of experience, and a completely different curriculum theory and practice will be derived.

Curriculum as textbook

Course content has traditionally been treated as knowledge acquired by students, with a focus on delivering to students

The main representatives of this course are

Goodlad (1979) and Kuiper (1993) detail the different forms of understanding and reality courses:

1. Ideal curriculum: A course that scientists find valuable and useful. Such scientists are working at the forefront of the field, and they are reflecting on how students in secondary and higher education can acquire newly developed knowledge.

2. Written curriculum (written curriculum): It is a document detailing the learning objectives, relevant fields, test requirements, and the achievement standards that must be achieved. The level of detail of written lessons varies from global descriptionsfor example, in official documents from national governmentsto textbooks and exercise books.

3. Interpreted curriculum: A teacher's interpretation of a written curriculum document.

4. Implemented curriculum: It consists of the way teachers construct content, provide information, and describe problems that students should solve.

5. Evaluated curriculum: A characterization of student performance obtained through examinations, formal tests, and attitude surveys. ^[1]

   (1) The basic basis of education and teaching activities.

   (2) Basic guarantees for achieving school education goals.

   (3) Intermediary for all teaching activities in the school.

   (4) Provide standards for management and evaluation of schools.

   (5) The basis of teacher teaching and student learning is the bond of teacher-student contact and communication.

   (6) The basis for state inspection and supervision of school teaching.

   (7) Guarantees to achieve educational goals and cultivate all-round development talents.