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ABSTRACTHow the humanities subjects are represented in primary schools in Wales has been influenced by curriculum developments including Curriculum Cymraeg, the Skills Framework and the Foundation Phase. A central tenet of Welsh Government policy has been to actively encourage schools to promote a sense of ‘Welshness’ through curriculum content, pedagogies and school policies. In addition, early years’ education has been extended to 5–7-year olds and at Key Stage 2 skills and competencies are priorities, with subject content providing the context for learning. In 2015, the Donaldson Review’s recommendations were fully implemented in the Government’s plans for a new 3–16 Curriculum for Wales to be fully implemented by 2021. Humanities became one of six Areas of Learning and Experience (AoLE) with the curriculum content to be developed by an all-Wales partnership team which includes the Pioneer Schools’ network. This article traces the post devolution build-up to this latest ‘radical change’. It suggests that for stakeholders developing the humanities curriculum the challenge will be considering how the key concepts of different ‘subject pedagogies’ are represented, while fulfilling the Government’s emphasis on early years’ pedagogy and its focus on a competency-led curriculum. 相似文献
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Therese Ferguson 《Environmental Education Research》2008,14(5):559-577
In cases where environmental education is institutionalised within schools, the curriculum can affect what and how students learn about ‘nature’ and the ‘environment’. In Jamaica, schools are considered important settings for environmental education; the curriculum therefore includes environmental issues. Using content analysis, representations of ‘nature’ and the ‘environment’ in the nation’s primary level Curriculum Guides were examined. Findings indicate that although many units emphasise an anthropocentric view of nature, this is tempered by depictions of nature’s fragility and, in some instances, nature’s ‘divine’ dimensions. Several curricular units also facilitate student’s creative engagement with nature, allowing for multiple views of the natural world. 相似文献
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重大疫情对于教育发展不仅仅是一次挑战,更是重要的教育契机。挖掘重大疫情的课程价值对于从根本上提高教育对重大疫情的应对能力以及学生核心素养发展具有深远的意义。重大疫情的课程价值全面体现在对学生文化基础、社会参与和自主发展三大维度六大核心素养发展的促进上。实现重大疫情的课程价值应做到三个"统筹",即统筹三级课程共同回应重大疫情资源,统筹项目式学习和学科渗透双向并举开展重大疫情课程,统筹家校社合力推进重大疫情课程实施。 相似文献
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Colin Richards Assistant Director of Inspection 《Curriculum Journal》2013,24(2):231-238
Abstract Since 1989, the Portuguese education system has undergone curricular reform which has introduced deep structural changes to the subject of physical education (PE). PE has become a compulsory and examinable subject within the ‘core curriculum’ of all school years (1 st to 12th grade). National curricular plans for basic and secondary education have also been introduced. This paper provides a view of the political options which have underpinned the present curricular project of PE in Portugal and compares practices in that country with those in Belgium. The analysis first describes the ‘curriculum as text’ before focusing attention on the ‘curriculum as action’. The analysis explores the nature of teachers’, pupils’ and parents’ beliefs, values and attitudes that together mediate the curriculum as text, help define contexts of PE, and influence public and political attitudes towards the subject. The paper points to the importance of both researchers and teachers for the development of effective teaching and learning in PE. 相似文献
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Jung‐Lim Hong Kew‐Cheol Shim Nam‐Kee Chang 《International Journal of Science Education》2013,35(8):989-999
This study analyses middle school students’ interests in biology to provide information on instructional strategies and curriculum development in Korea. An instrument that measures interests was developed based on the middle school biology curriculum. It consists of 64 three‐point Likert‐type items (scores range from 0 to 2). The two components, ‘topic’ and ‘activity’, are composed of 64 items. The topic component and the activity component contain 11 domains and six domains respectively. Data were collected from 267 middle school students in Seoul (male: 169, female: 107). The levels of interest in topic and activity were almost the same and not high. The highest interest domains were ‘genetics’ in topics and ‘observing through a microscope’ in activities. The interest levels in the domain ‘plant morphology’ and ‘plant‐related activity’ were the lowest in each component. The interest level of the eighth graders was the highest found among students. Interest levels of females were lower than those of males in ‘environment and ecosystem’, ‘animal reproduction’ and ‘animal morphology’, but higher in ‘plant morphology’ and ‘plant related activity’ (p < 0.05). Among the topics, the ‘human biology’ domain correlated positively with the domains ‘genetics’, ‘environment and ecosystem’ and ‘respiration of animal and plant’. The correlation between the domains of ‘plant reproduction and nutrition’ and ‘plant development’ was significant in ‘activity’ (r > 0.50, p < 0.001). Consistencies in interests were suggested with respect to instructional strategy and curriculum design. 相似文献
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This paper reports a study on teachers’ domain‐specific beliefs about the chemistry curriculum for upper‐secondary education in The Netherlands. Teachers’ beliefs were investigated using a questionnaire focused on the goals of the chemistry curriculum. The design of the questionnaire was based on three curriculum emphases: ‘fundamental chemistry’, ‘chemistry, technology and society’, and ‘knowledge development in chemistry’. The questionnaire was administered to a sample of Dutch chemistry teachers. The results indicate that, on the whole, the curriculum emphasis ‘fundamental chemistry’ received the strongest support. This is in accordance with the content and the tradition of the Dutch chemistry curriculum. When the two types of upper‐secondary education were compared, it appeared that ‘chemistry, technology and society’ was almost equally valued for both types of education. However, the curriculum emphasis, ‘knowledge development in chemistry’, was considered much more important for pre‐university education than for senior general secondary education. 相似文献
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AbstractTaking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson’s typologies for environmental improvement and Lucas’ categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education policy, and where identified a rhetoric towards conservative reform framed as technology solutions, where learning is about the environment, rather than for the environment. We explain how the (lack of) environmental education rhetoric is a result of global economic changes and national austerity policies, and offer insights and signposting for policy makers. 相似文献
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Ingólfur Ásgeir Jóhannesson Kristín Norðdahl Gunnhildur Óskarsdóttir Auður Pálsdóttir Björg Pétursdóttir 《Environmental Education Research》2011,17(3):375-391
The article explores how the Icelandic public school curriculum for early childhood, compulsory and upper secondary school deals with education for sustainable development. As the curriculum does not often mention the term sustainability, a key with which to investigate signs of education for sustainable development in the three curricula was created. The key encourages a holistic view of sustainable development, where economic, environmental and social factors are not treated as separate entities. It was designed to reflect the goals of the United Nations Decade of Education for Sustainable Development (2005–2014) with research on environmental education and education for sustainable development in mind. The key has seven characteristics: values, opinions and emotions about nature and environment; knowledge contributing to a sensible use of nature; welfare and public health; democracy, participation, and action competence; equality and multicultural issues; global awareness; and finally, economic development and future prospects. Using the key, a variety of signs and indicators that provide a space for teachers and schools to deal with issues of sustainable development were identified. 相似文献
9.
Young Chun Kim 《课程研究杂志》2019,51(2):141-161
This article presents a new conceptualization of ‘shadow curriculum’, one component of the worldwide phenomenon of shadow education, i.e. learning outside of school. Traditional conceptions of curriculum are not applicable to shadow education, and so this article begins by exploring how shadow education practices qualify as a new focus of curriculum studies. Based on existing scholarship and our own field experience in South Korea, we propose that shadow curriculum can be defined as supplementary curriculum out of schooling provided by educational business industries that are aimed for individual students’ academic success in formal education. The following discussion explores the characteristics of shadow curriculum and shows that incorporating shadow curriculum as a new area of focus in the field of curriculum studies can broaden existing understandings of student learning and the concept of curriculum. Our hope is that this discussion will open a new intellectual space for analysis of the complex phenomenon of shadow education within the field of curriculum studies. 相似文献
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Sang‐Joon Nam 《Environmental Education Research》1995,1(1):109-122
In the past, environmental education in Korea was not effective, in part at least, because it was not dealt with as an independent subject. However, in the Sixth Curriculum for schools in Korea, which will take effect from 1995, ‘Environment’ subject is included as an optional course for junior high school students. This paper gives details of the curriculum of ‘Environment’ subject and describes the development of the course textbook which focuses on values and attitude change. The paper also discusses Ministry of Education plans for teacher education and training courses for teachers of the new subject. Despite the current lack of qualified teachers for the subject and the fact that it is not mandatory, the introduction of the ‘Environment’ subject in the national curriculum is seen to be of great significance. With rapidly increasing national concern about environmental issues, and with an increasing number of schools teaching ‘Environment’ subject, it is expected that environmental education in Korea will move more efficiently and profoundly towards realizing its ultimate purpose. 相似文献
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This article presents the findings of a study that asked teachers to narrate their interactions with learners from the perspective of the curriculum that the school adopted. Thirteen female teachers, employed at eight special secondary schools for children with profound and multiple learning difficulties in England, participated in the research. They narrated their experiences, which were consequently subject to phenomenological hermeneutic analysis. All the teachers displayed a high degree of individuality and conceptualised their work not straightforwardly as teaching the espoused curriculum, but rather as they themselves being the ‘curriculum‐in‐action’, with their practice lying alongside and only obliquely cognisant of their school's explicit provision. The narratives disclosed ongoing conflict with school leaders being interpreted as a threat to their specific pedagogic practices as well as their professionalism. The research raises questions about the ability of the ‘special curriculum’ to be truly responsive to pupils' needs within this complex pedagogical environment. 相似文献
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赵文平 《番禺职业技术学院学报》2013,(5):11-14,28
调查发现,中职教师课程实施认知能力表现为多元取向并存,但与实际行为有不一致的现象。中职教师课程实施实践能力方面,技术工艺生产属性有待进一步融入;关注学生综合职业能力发展,但不了解新技术职业对人才素质要求状况;学生与教材内容、教学设计之间的差距迫使教师在课程实施中不得不灵活调整;在课程内容更新中,与企业生产实践对接的常态化不足;尝试使用新的教学方法,但是还不能完全轻车熟路。中职教师课程实施反思能力表现为有反思但是自觉程度有待提高。中职教师课程实施能力的培养需要加强职前教师教育的课程素养教育、开展职后中职教师企业实践的培训、优化中职教师课程实施的外部环境。 相似文献
14.
《教育政策杂志》2012,27(1):46-67
ABSTRACTFramed as being in response to terrorist attacks and concerns about religious bias in some English schools, ‘British Values’ (BV) curriculum policy forms part of the British Government’s Counter-Terrorism and Security Act, 2015. This includes a Duty on teachers in England to actively promote British Values to deter students from radicalisation. This paper, first, traces the history of Britishness in the curriculum to reveal a prevalence of nationalistic, colonial values. Next, an ensemble of recent policies and speeches focusing on British Values is analysed, using a psycho-political approach informed by anti-colonial scholarship. Finally, we interrogate two key critiques of the British Values curriculum discourse: the universality of British Values globally, and concerns over the securitisation of education. Findings indicate that the constitution of white British supremacist subjectivities operate through curriculum as a defence mechanism against perceived threats to white privilege, by normalising a racialised state-controlled social order. The focus is on ‘British’ values, but the analytic framework and findings have wider global significance. 相似文献
15.
Marios Koukounaras Liagkis 《British Journal of Religious Education》2015,37(2):153-169
Religious Education (RE) in Greece is a compulsory school subject according the 2011 new framework for compulsory education, entitled ‘New School’. This article focuses on two statutory documents for RE, ‘The Curriculum for RE’ and the ‘The Teacher’s Guide for RE’, and the pilot scheme of the new curriculum running in school years, 2011–2014, in 188 schools (primary and secondary education). Findings of the research demonstrate that, though the revision seems inevitable, the pedagogical and theological dimension of the RE curriculum is radical as it is based on contemporary theories and methodologies of the construction of the curriculum and RE approaches. However, the article indicates constructivist and critical approaches to RE that influenced the change to an actual non-confessional compulsory subject and also highlighted the tension between an overall constructivist approach to learning and the traditional orthodox content of much of the curriculum. The author opens a discussion on problematic aspects that need to be taken in to consideration when revising the curriculum. 相似文献
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‘Environmentalizing’ curriculum in Brazil is a worthy goal of global educational reform for sustainability but is challenging given the limits to rational change thesis already argued in critical social science and post-structural deconstructionism. The federal government mandate to environmentalize undergraduate physical education programs poses the question of which aspects of physical education are conducive to change. ‘Nature’ sports, or outdoor/adventure activity education, is the most likely candidate. In Australia over the past three decades, the environmentalization of ‘old’ physical education outdoor activities has led to the development of ‘new’ discourse practices that integrate environmental studies and outdoor education and are designed for ecological responsibility and social sustainability. In this culturally comparative light about the possibilities for curriculum change in environmental, outdoor and physical education, we examine the potential for change in Brazilian approaches to physical and sport education by critiquing broader ‘environmentalizing’ issues as they have occurred historically within the Australian outdoor education context in the university and secondary schooling sectors. 相似文献
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英国为提高基础教育质量,积极推动各大学在U-S模式下开发职前教师教育课程。英国职前教师教育课程开发注重大学与中小学之间的合作,不断适应合格教师知识与能力要求,并制订理论知识与实践知识相统一的"平衡性"课程计划。英国职前教师教育课程开发给予我们很好的启示:一是大学应与中小学校紧密合作;二是应适应中小学教师补给的实际需求;三是应体现职前教师知识与能力的新要求;四是应体现理论知识与实践知识的"平衡性"。 相似文献
19.
《Africa Education Review》2013,10(2):372-388
Abstract Because of its history from apartheid to democracy, the aspiration to reform schools is a recurrent theme in South African education. Efforts to reform education in schools based on the outcomes-based education (OBE) curriculum approach created major challenges for policy makers in South Africa. The purpose of this exploratory research was therefore to determine whether secondary school teachers lack the professional competence to cope with curriculum reform and whether this incompetence results in them experiencing Tobephobia (TBP). The qualitative research method was used to conduct this investigation. Individual semi-structured interviews were conducted with 50 teachers in 25 public secondary schools in the Nelson Mandela Metropole. In terms of their responses, it was evident that the teachers’ concerns about their professional competencies associated with the OBE curriculum had a negative impact on their ability to implement curriculum changes in their classrooms. The comparison of OBE with the syllabus by the teachers evoked their bias towards the traditional syllabus approach in maintaining the quality of education for all learners. Because of the historical bag gage associated with the syllabus in South Africa, it is recommended that a standards approach to the curriculum be considered by the Department of Education to resolve the curriculum problems in secondary schools. The responses from the teachers in this exploratory study once again affirmed the existence of TBP in secondary schools. 相似文献
20.
John Allison 《History of education》2013,42(6):731-750
ABSTRACTWhat do secondary school students in Ontario, Canada, need to know about the world in which they live in? How did a secondary school ‘World Politics’ course that emerged in Ontario in the 1960s address this question? The ‘World Politics’ course that emerged in the 1960s clearly came about as a result of societal and educational developments. Educators in nineteenth-century Ontario felt no need for such a course. In more recent times, post-Second World War, the discipline of history underwent dramatic upheavals. The opportunities for new courses meant possibilities to reach out to new groups of students. Simultaneously, with this change, the importance of international relations in the history curriculum was reduced but this also allowed for its re-emergence elsewhere. Finally, ‘World Politics’ emerged as one of the responses to the need for an understanding of a much more complex world. 相似文献