The main principles of curriculum construction may be mentioned as under

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The main principles of curriculum construction may be mentioned as under:

1. Principle of Child Centeredness.

As modern education is child-centred the curriculum should also be child-centred. It should be based on the child’s needs, interests, abilities, aptitude, age level and circumstances. The child should be central figure in any scheme of curriculum construction. In fact, curriculum is meant to bring about the development of the child in the desired direction so that he is able to adjust well in life.

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Highlights

Principles of Curriculum Construction are:

1. Principles of Child Centredness ;

2. Principle of Community Centredness ;

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3. Principle of Activity Centredness ;

4. Principle of Variety ;

5. Principle of Co-ordinations and Integration;

6. Principle of Conservation;

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7. Principle of Creativity;

8. Principle of Forward. Looking;

9. Principle of Flexibility;

10. Principle of Balance;

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11. Principle of Utility.

2. Principle of Community Centredness.

Though the child’s development and growth is the main consideration of curriculum construction, yet his social behaviour is also to be suitably developed, both the individual development and the social development of the child deserve equal attention. He is to live in and for the society.

Therefore, his needs and desires must be in conformity with the needs and desires of the society in which he is to live. The values, attitudes and skills that are prevailing in the community must be reflected in the curriculum. However, the society is not static. It is dynamic. Its needs and requirements are changing with the rapid developments taking place in all fields. While working for the development, this factor cannot be ignored.

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3. Principle of Activity Centredness.

The curriculum should centre round the multifarious activities of pupils. It should provide well selected activities according to the general interests and developmental stages of children. It should provide constructive, creative and project activities. For small children, play activities should also be provided.!

The purposeful activities both in the class-room and outside the class-room should be provided. It is through a net work of activities that the desired experiences can be provided and consequently desirable behavioural changes can be brought about in children.

4. Principle of Variety.

The curriculum should be broad-based so as to accommodate the needs of varied categories of pupils, so that they are able to take up subjects and participate in activities according their capacities and interests.

The needs of pupils also change from place to place. For example, the pupils in rural areas, urban areas, and hilly areas will have different needs. The needs of boys and girls are also different. So these considerations should be reflected in the curriculum.

5. Principle of Co-ordination and Integration.

Of course, the pupils are to be provided with selected experiences through various subjects and activities but these must be well integrated. Various subjects and activities have to serve the same ultimate purpose, the achievement of the aims of education. The activities and subjects should not be put in after-tight compartments but these should be inter-related and well integrated so as to develop the whole child.

6. Principles of Conservation.

One of the main functions of education is to preserve and transmit our cultural heritage. This is essential for human progress. Culture consists of traditions, customs, attitudes, skills, conduct, values and knowledge. However, the curriculum framers must make a suitable selection of the elements of culture, keeping n view their educational value and the developmental stage of pupils.

7. Principle of Creativity.

The conservation of culture helps to sustain the society. The culture should not be simply transmitted but also enriched. There should be provision in the curriculum to develop he creative powers of the child so that he becomes a contributory member society. Raymont says, “In curriculum that is suited to the needs of today and of the future, there must be definitely creative subjects.”

8. Principle of Forward Looking.

Education is to enable the child to lead a successful social life. So the curriculum should not cater to the present needs of the child alone. The needs of his future life should also be considered. The curriculum should also include knowledge, skills, experiences, influences etc. which will develop in the child abilities and power to make effective adjustments in the later life.

9. Principle of Flexibility.

In our age, rapid developments are taking place in various fields. Consequently the needs of society are hanging. The content of curriculum cannot be same for all times to come. It should not be static. It must be dynamic and change with the changing times. It should reflect the latest trends in the field of education and psychology.

10. Principle of Balance.

The curriculum must maintain a balance between subjects and activities, between direct and indirect experiences, between academic and vocational education, between compulsory and optional subjects, between formal and informal education, between individual and social aims of education etc.

11. Principle of Utility.

Curriculum should be useful rather than ornamental. It should not only include subjects which owe their place in it to tradition. The curriculum must have practical utility for students. So there should be some provision for technical and vocational education in the curriculum.

The various principles of curriculum construction should be kept in mind. Various regional and national conditions should also be considered. It fact, all considerations which will help in achieving the aims of education should be given due consideration.

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