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Principles of Curriculum Construction
Principles of Curriculum Construction
INTRODUCTION
The term curriculum derives from the Latin word ‘currere’ which means a kind of route
which the learner travels. All the activities going on the school or out side of the school is called
curriculum. It is basic to the intellectual, physical, moral and emotional development of the child.
CURRICULUM
Curriculum comprises all the learning which is planned and guided by the school,
whether it is carried on in groups or individually inside or out side of the school. - Kerr
Curriculum is the totality of experiences that pupils receive through the manifold
activities that go in the school, in the classroom, library, laboratory, workshop, play
ground and in the numerous informal contacts between the teachers and pupils.
-The Secondary Education Commission (1952-1953)
Curriculum is a tool in the hands of the Artist (Teacher), to mould his/her materials
(Students), according to his/her ideals (objectives) in his/her studio (College/ School).
-Cunningham.
Examination oriented
Text Book based examinations
Emphasis on theory not practical
Heavy syllabus
Rote learning is encouraged
Not to life oriented
Not helpful to vocation
Not developing the whole personality
CONCLUSION
The curriculum is the totality of experiences that the child gains through the multifarious
activities in the school. The review of the present curriculum is reveal that it is subject oriented,
examination ridden, not in conformity with the aims and objective of the teaching science, rigid and
outfits the different age group. So, it is imperative that the present curriculum should be reorganized
in the light of the principles mentioned above.
REFERENCE
1. Kerr John F., Changing the Curriculum, UNI Books, University of London, 1974.
2. Report of the Secondary Education Commission, Govt. of India, Ministry of Education,
New Delhi, 1953, p.65.
3. National Curriculum for Primary and Secondary Education: A Frame Work, NCERT, New
Delhi, 1985, (From Preface).
4. Das R.C., Curriculum and Evaluation, NCERT, New Delhi, 1984, p.42.
5. Sood J.K., New directions in Science Teaching, Kohli Publishers, Chandigarh, 1989, p.103.
6. Sharma R.C., Modern Science Teaching, Dhanpal Rai Publishing Company, 1975, p.82.