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
Henry Fayol (1841-1925)
WHOLE
WORK MUST BE DIVIDED INTO SMALL TASKS.
’AUTHORITY IS THE RIGHT TO GIVE ORDERS AND
RESPONSIBILITY IS THE OBLIGATION TO COMPLETE THE JOB.’ 
BE
OBEDIENT TO THE RULES AND REGULATIONS
AN EMPLOYEE SHOULD GET ORDERS FROM ONE SUPERIOR
SAME KIND OF OPERATION ONE PLAN AND ONE HEAD
’PRIORITY TO THE COMMON INTEREST
OF THE ORGANIZATION’ 
’FAIR WAGES SHOULD BE GIVEN TO ALL EMPLOYEES
CONCENTRATION OF AUTHORITY IN THE
FEW HANDS AT THE TOP LEVEL
CHAIN OF POWERS RANGING FROM TOP TO BOTTOM
PROPER PLACING OF EMPLOYEE AND
MATERIAL 
EQUAL JUSTICE TO ALL EMPLOYEES
EMPLOYEES SHOULD NOT BE SHIFTED FREQUENTLY
WORKERS MUST BE ENCOURAGED TO TAKE INITIATIVE
UNION IS STRENGTH