online assignment

ASSIGNMENT ON THEORETICAL BASE OF COMMERCE EDUCATION II

SUBMITTED BY

Aneesha. J. N

Commerce

Roll no:13303002

SUBMITTED TO:

Mrs. Lissy George

TYPES OF CURRICULUM AND RECENT TRENDS IN CURRICULUM CONSTRUCTION

INTRODUCTION

The term curriculum is derived from the latin word “currere” which  means path. In this sense curriculum is the path through which the student has to go forward in order to reach the envisaged by education. Usually the term curriculum is understood to mean a group of subjects prescribed for study in a particular course. But curriculum is not confined to this narrow concept. The curriculum should in no way be considered as synonymous with courses of study. The courses of study list much of the content to be learnt and indicate some of the major activities but these form only part of the curriculum. Curriculum should be considered as a broad based term encompassing every aspect concerning the study of the course. It in narrow considered on the totality of experiences to which a pupil is exposed within the boundaries of the school and outside.

TYPES OF CURRICULUM

Corresponding to the differences in the nature of various educational systems there have been variations in the concept and nature of their curricula too. The modern concept of education is much different from that of the traditional one. New systems of education have developed in tune with new philosophical, sociological and psychological principles and outlooks. In tune with these new types of curricula that would suit the requirements of the new educational system also have emerged. Some of the major types of curricula are discussed below.

1.      Traditional or subject centered curriculum: Traditional curriculum which has been in vogue for a sufficiently long time, is conceived in terms of subjects of study. Such a curriculum is organized with the greatest emphasis on knowledge including facts, concepts, principles, processes and skills in the subject concerned. All stress was on the cognitive attainment of the learners rather than on their personal and social development.

2.      Activity centered curriculum: Comenius suggested that, “whatever has to be learnt, must be learnt by doing”. Rousseau said, “instead of making the child stick to his books I keep him busy in the workshop, where his hands will work to the profit of his mind”. Pestalozzi declared that, “verbal system of teaching neither suits the faculties of the child nor the circumstances of life”. All these led to the activity principle in education which laid the foundation for activity – centered curriculum. In activity centered curriculum, subject matter is translated in terms of activities and knowledge is gained as an outgrowth and product of those activities. Activity is used as the medium for imparting knowledge, attitudes as well as skills.

3.      Child centered curriculum: This is learner oriented. Subjects should be chosen and taught keeping in view of the social, emotional and intellectual needs of children as well as their capabilities and developmental status.

4.      Experience centered curriculum: This lays stress on the experience which the individual is to get while participating in the process of learning. Under this pattern, experience of the individual is the starting point of learning and not the subject matter or the interest of the individual.

5.      Undifferentiated curriculum: This means   a curriculum which does not aim at the specilaised study of various subjects. Specialization should come at the higher secondary and college levels only. At the primary and secondary stages we should have differentiated or integrated curriculum. Development of all round personality is possible only through integrated experience and the only means of bringing about this integration is the unification of subjects. Herein differentiated curriculum.

NEW TRENDS IN CURRICULUM CONSTRUCTION

The changes happening around us play a key role in transforming the systems of education in particular discipline. Scientific theories, methods and techniques should be applied in education for its rapid growth. The discipline itself should be revamped in accordance with the external changes. It’s true in the field of commerce education too.  As the business and industry grow, commerce education also should try to change to accommodate with this transformation.

Salient features of the new approach

1.      Learner centered approach in the classroom: Activity based classrooms where teacher is a facilitator, peer group learning in the class. Individualized learning by which the speed and depth of learning are turned to the capabilities of the learner.Instead of teaching aids learning aids are profusely used. More freedom given to learners for learning and expression.

2.      Importance is given to the process of learning rather than to the product. Text books are so prepared that no readymade answers to issues are suggested. The content of the text will be open ended. The way through which the learner has to proceed will be suggested. Teachers source books are provided adequately.

3.      Continuous and comprehensive evaluation. Both scholastic and co-scholastic aspects will be evaluated. Evaluation column in the lesson plans to be completed during the lesson.

4.      No average student in the class. Each differs in his intelligence and learning speed. Multiple intelligence theory accepted instead of the traditional IQ concept.

5.      Pupils learn and do their activities in basic groups and instantaneous groups.

6.      Different strategies like projects, seminars, debates, field trips, special assignments, club activities are used apart from group activities inside the class.

7.      Grading system will be adopted in the term and evaluation

Theoretical bases of the new approach

The new approach has CONSTRUCTIVISM as a major theoretical backing. This is a clear deviation from behaviorism. It is constructivism that initiated learner centered approach in education. Constructivism has two branches, viz, cognitive constructivism and social constructivism.

Constructivism in education

1.      Emphasizes learning rather than teaching

2.      Learning considered as a process

3.      Priority to ‘ How to Learn’ and ‘What to learn’

4.      Nurtures the learners instinctive curiosity

5.      Encourages the spirit of enquiry

6.      Mental models of learners taken into consideration

7.      Accepts the role of exploring and experiencing in learning

8.      Importance to learning context

9.      Supports co-operative learning

1.     Encourages dialogue and communicating among pupils and teachers

1.     Encourages learning through life situations

1.     Strong foundation of cognitive theories

1.     Performance is given importance in evaluation

1.    Provides opportunity for the construction of knowledge by learners

1.    Teachers acts as facilitator, co-learner, diagnostician, democratic leader and not an information monger.

Reference

Commerce education- Dr. K. Sivarajan, E.K. Lal

Trends and developments in modern practices- Dr. K. Sivarajan