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On the Naming of Curriculum Standards02（第1页）

OntheNamingofCurridards02

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（c）Thebroad-sensedcurriculum.Atthebeginniheripeopleweredissatisfiedwiththeschoolsubjects，subjectedudsubjectcurridtheytlydefihecurriculumasthetotal（real）experieudentsobtaiheguidahesceptsofcurriculumhavebeenbroadened.

（d）Twotroversialpointsfromthebroad-seofcurriculum.Thebroad-seofcurriculumbegahe1930s，utearoseiioheUes.Theirdisputeteredaroundtwopoints:valueahevaluedisputereferstosuchadisputeastheooDeweywhensomescholarscriticizedhimforhismetaphorofeduwithgrowththatcouldspreadinawrohusthebroad-seofcurriculumhasbeesinofivelearudentsgotoschooltolearhinggood，hingbad.b）Thecoursedisputewasbroughtaboutbytheviewofedudphilosophythatemphasizedadthecourseofexperience.Curritaioofteag，butalsoadmethods.Theceptofcurriculumwasbroadeoiyahodsofteag.Thesfavorofthisbroadeofcurriculumwouldbelievethatitrogressiveandanyproblemscausedbythenarrow-sensedcurriculum.Thoseinfavorofthenarrow-seofcurriculumwouldtakeitas“offside”

aion”

.

&hediffereweenthecurriculumadthepublicethe1930s，curriculumhasbeeheAmericurriculumacademiaastheresultofreallearningexperiendschool.Scholarsttheviewressiveedu，opeion，hiddencurridreceptualism，aicalofsubjectcurricula，arealliowelethebroad-seofcurriculum.Theystressthemeaningof“currere”

asaverbahemeaningof“curriculum”

asanourary，peopletTyler'snotionandthepubifavorofthenarrow-seofcurriculum.Thedifferewoareshowninthefollo>

Table2parisohebroad-sensedandnarrow-sensedcurricula

Thedifferenddisputesoioioweenlearion，teadcurriculumreflectdiffereheuandingofthemeaningahefourterms.Itisnaturalthatpeoplehavedifferesomeunnecessarydisputesesbeelimireeifattemptismadetoclarifytheterms.Duetothelasensusonthemeaning，edu，teadcurriculum，alotofdifferenttermsahetermsocce，therehasbeeheissueofnaming.

4.Theplexrelatioeadcurricula

4.1Thediffereoteadho>

&estotheclarifiecoreissuesiion，ithasbeenalongtraditiowoquestions:whattoteadhowtoteach.Thetwoquestionsareofdifferecloselyected.Whattoteavolvestextbooks（erialthingsandteagaids），andhowtoteachisassociatedwithteagmethods.InthebeginnihchapterofDewey'sDemodEdu，itoihatteagmaterialsandteagmethrated.Therefore，thetwootbeioeachother.Ifteagmaterialsandteagmethodsdrespectivelytocurridteaingeneralcurridteagarecloselyrelated.Theiriionbeshowninthefollowing.Whattoteach-＞Edualt-＞Teagmaterials-＞Curriculum

Howtoteach-＞Edualapproaches-＞Teagmethods-＞TeagFigure1Theindepeeraofcurridteag

4.2Disofwhattoteachbeforeho>

Inmaoteasideredpriortothedisofhowtoteach.Therearefourpossiblereasoendtothinkthatitistherighthttodecidewhattoteachbeforethedisofhowtoteat.（2）areshislessons，hesheismorelikelytofocusfirstonwhattoteadthenonthedingactivitiesoftheteadstudents.（3）Ihe19thtury，whentheprimaryandsedaryswasestablished，thefodwereoofedudwhatsubjectstobetaught，ratherthanonhowtoteach.（4）Teaprimaryandsedaryschoolsareofteheteaaeagmaterialsaheybegihisisthereasonwhy“teagmaterialsahod”

isaiion，not“teagmethodandmaterials”

.Whenwhattoteachisdiscussedbeforehowtoteaceptofteagmethodisnarroladteagmaterials.Agly，itisrationaltosiderthecurriculumbeforetheteagitself.Therelatiohecurridteagisillustratedasfollows:

Firsttoreflewhattoteaho>

Firsttorefletheteagmaterials-＞theeag

Firsttoreflethecurriculum-＞theioherelatioweencurridinstru

4.3Abroadceptofcurriculumshouldieagmethod

&henarrow-seofcurriculumwasuicism，abroad-seofcurriculumed.Thecurrioloofedudwhattoteach.Thebroad-sensedcurriculumdealswithnotonlywhattoteach，butalsohowtoteach.Therefore，currisistsofboththedmethodofedu.Withfurthersideration，wemayfindthatthebroad-sensedcurriculumhasalreadyieagorinstru.tly，thebroad-sehenarrow-sensedcurriculaco-exist，andnosushasbeeherelatiohetwotypesofcurridteagisshowninthefollowingfigure.

Whattoteaarrow-sensedcurriculum）-＞Teagmaterials-＞Howtoteach-＞Curriculumbeforeteag

&ionalactivity（broad-sensedcurriculum）-＞Whattoteadhowtoteach-＞Teagmaterialsandteagmethod-＞Currigteag

Prodresultsofedu（broad-sensedcurriculum）-＞Expansiosuion-＞Currigteadmorebeyoion

Figure3Relatiohebroad-sehenarrow-sensedcurridteag

4.4theUesgthesequeioweencurridteag

&hturywitnessedseveralimportaheUes，whitributedtosequentialandiionshipofcurridteag.

&ablishmentofspecializeddepartments.In1938，TeachersbiaUuptheDepartmentofCurridTeag，whichwasthefirstdepartmentnamedasCurriculum＆TeatheUes.Thetwoacademicresearchfieldsofcurridteaghavesinmadeseparatefromtheoverallresearchofeduinistratioion.Curridteagdepartments，institutesadegreecantoappearinaningmanner.InEnglish，however，“curridinstruorepopularthan“curridteag”

.Theuseofthesenameshashelpedpeopletogetfamiliarizedtedterm“curridinstru”

.

（2）Importantacademiographs.AftercurridinstrueaseparateareseariialbookentitledBasiciplesofCurridInstrubyRTyler，ublishedin1949bytheUyofChicago.ThisbookedoutoftheTyler'sleotes.Fouressespertiheresearchofcurriculaweredisthebook.Asfarastherelatioweencurridteagised，fourpoihnotighere.（a）Instruratherthanteagwasusedile.（b）Thetitleenhancedpopularityoftheterm“curridinstru”

.（c）Thebookusedthearrow-sensedcurriculum，i.e.thelearningprogram.Furthermore，thecurriculumwasdesigiardinginstruplementationofacurriculum.（d）Thereisnotmuchdisinstru，butthefourthmajoraspectofevaluationincurriculumthewasdoru，asifinstrubeddediofthecurriculum.

（3）Taxonomyofthebehaviorobje1956，Bloomputforwardthetaxoioivesfnitivedomain，advaheoryofbehaviorobjectives.Theterm“behaviorobjective”

wasinallyusedincurriculumdevelopment.Inthe1960s，wheeredalotofcriticism，itwaslessusedinthefieldofcurriculum.However，ithasbeenpningteagobjectivesreparetheirteag.Therearefewerspecifiedbehaviorobjecurriculum，butmoreinteathisicurriculumisasuperordiakespri.

4.5Thestablerelatioeadacurriculum