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curriculum NEP New education policy 2020.pptx
*NEP 2020 ke mukhya badlaav:* 1. *5+3+3+4 Pattern*: Shiksha pranali ko 5+3+3+4 pattern mein badal diya gaya hai, jismein: - 5 saal ki umra tak pre-primary shiksha - 3 saal ki umra tak primary shiksha - 3 saal ki umra tak middle school shiksha - 4 saal ki umra tak secondary school shiksha 2. *No Hard Separation*: Shiksha ke vibhinn streamon (arts, science, commerce, etc.) ke beech koi hard separation nahi hogi. 3. *Multidisciplinary Education*: Bachchon ko multidisciplinary education pradan ki jayegi, jismein vibhinn vishayon ka adhyayan kiya jayega. 4. *Skill Development*: Bachchon ko skill development ke avsar pradan kiye jayenge, jisse ve apne kaushal ko viksit kar sakein. 5. *Assessment Reforms*: Assessment pranali ko sudharne ke liye reforms kiye gaye hain, jismein bachchon ki prakriya aur parinaam dono ka mulyankan kiya jayega.
curriculum NEP New education policy 2020.pptx
- 1. St. Vincent PallottiCollege, Kapa, Raipur (C.G.) Department of Eduration B.Ed. Topic- curriculum Submitted by Johnson Lakra
- 2. SYNOPSIS 🞭 Introduction 🞭 Meaningof curriculum 🞭 Definition of curriculum 🞭 Nature of curriculum 🞭 Scope of curriculum 🞭 Development of curriculum 🞭 Need of curriculum 🞭 Important of curriculum 🞭 Curriculum and the role of teacher 🞭 References
- 3. INTRODUCTION 🞭 both naturaland contrived environments. Although the learner is the key player in any kind of learning environment, 🞭 the role of both the learner and the teacher assumes greater significance in a contrived environment. In contrived environments, the interaction between the learner and the teacher does not take place in a vacuum. 🞭 Rather, both the actors in the educational process mediate their interaction with the help of certain pre-decided learning experiences or learning substances. 🞭 This learning substance is usually the third dimension of any kind of teaching-learning process and in pedagogic terms, is called curriculum
- 4. MEANING OF CURRICULUM 🞭the term curriculum is derived from the Latin word “currere” which means run or run-way or a running course. Thus curriculum means a course to be run for reaching a certain goal. 🞭 the Sanskrit equivalent of the term 'curriculum'. It is 'pathyakram'. 🞭 Curriculum is the list of contents taught to the students. 🞭 Curriculum is a set of subjects. 🞭 Curriculum is the syllabi followed in a school or a college. 🞭 Curriculum is the program me of school or college activities. 🞭 Curriculum is a set of study materials
- 5. DEFINITION OF CURRICULUM 🞭A curriculum can be called a plan for learning, 🞭 John Kerr:- According to John Kerr, a curriculum is planned and guided by the school, whether it is carried on in groups, individually inside or outside the school. 🞭 The curriculum is a total learning experience provided by the school. It includes the content of courses (the syllabus), the method employed (strategies) and other aspects like norms and values, which relate to the way schools are organized.
- 6. NATURE OF CURRICULUM i.Curriculum as a Plan ii. Curriculum as an Experience iii. Curriculum as a Subject Matter iv. Curriculum as an Objective v. Curriculum as a system vi. Curriculum as a field of study
- 7. CURRICULUM AS APLAN 🞭 that “Curriculum is a plan or programme for all experiences which the learner encounters under the direction of the school.” 🞭 curriculum as “a general overall plan of the content or specific materials of instruction that the school should offer the student by way of qualifying him for gradation on certification for entrance into a professional or a vocational field.” 🞭 curriculum “as a plan for action, or a written document, which includes strategies for achieving desired goals or ends.”
- 8. CURRICULUM AS ANEXPERIENCE 🞭 that “Curriculum is that reconstruction of knowledge and experiences systematically developed under the auspices of the school (or university) to enable the learner to increase his or her control of knowledge and experience.” 🞭 According to Crow and Crow, “curriculum includes all the learners experiences in and outside the school that are included in a programme which has been devised to help to develop mentally, physically, emotionally, spiritually and morally.” 🞭 ‘Krug ‘ defined as “Curriculum consists of all the means of instruction used by the school to provide opportunities for student learning experiences leading to desired learning outcome”
- 9. CURRICULUM AS ASUBJECT MATTER 🞭 that Curriculum is both a subject to be taught at colleges and universities and a field in which practitioners work. Curriculum is the formal and informal content and process by which learners gain knowledge and understanding, develop skills and alter attitudes, appreciations and values under the auspices of that school” 🞭 Curriculum refers to the set of subjects or course offered and also those required or recommended or grouped for other purposes; thus such terms as the college ‘preparatory curriculum’ ‘science curriculum’ and ‘premedical curriculum’ are commonly used.
- 10. CURRICULUM AS ANOBJECTIVE 🞭 B.F. Skinner -views the curriculum as being formulated according to behaviouristic objectives. The curriculum is the series of experiences which children and youth must have by way of attaining activity-based objectives. 🞭 “Bobbit”- has defined curriculum “that series of things which children and youth must do and experience by way of developing abilities to do the things well that make up the affairs of adult life: and to be in all respects of what adults should be”. Here Bobbit determined curriculum objectives based on skills and knowledge needed by adults.
- 11. CURRICULUM AS ASYSTEM 🞭Curriculum can be considered as a system for dealing with people and the processes or organization of personnel and procedures for implementing the system
- 12. CURRICULUM AS AFIELD OF STUDY 🞭Curriculum can also be viewed as a field of study, comprising its own foundations and domains of knowledge, as well as its own research, theory, and principles
- 13. SCOPE OF CURRICULUM 🞭Curriculum, is therefore, very comprehensive in its scope. It touches all aspects of the life of the pupils- the need and interest of the pupils, 🞭 environment which should be educationally congenial to them, ways and manners in which their interests can be handled and warmed up, the procedures and approaches which cause effective learning among them, 🞭 the social efficiency of the individuals and how they fit in with the community around. It is intimately related with the individual as a member of the society. 🞭 It embodies the educational philosophy, the values which it aims to achieve, the purposed it wants philosophy, the values it aims to achieve purposes it wants to realise and the specific goals that it wants to achieve. 🞭 The emphasis is on the child. In the total education of the child, all the subjects’ likes history, geography, science and language are but tools. These are the means, and therefore, the children must not be made to fit in such study.
- 14. CURRICULUM DEVELOPMENT 🞭Teaching objectives 🞭Methodsof teaching 🞭Process of evaluation 🞭Feed back
- 15. TEACHING OBJECTIVES 🞭Teaching objectives:Three types of teaching objectives cognitive, affective and psycho-motor are identified in view of subject content to be taught. These objectives are written in behavioural terms. All learning experiences are organised to achieve these objectives
- 16. METHODS OF TEACHING 🞭Methodsof teaching: the most important aspect for providing learning experiences is the teaching strategies. The objectives are legalised in terms of behavioural of the learners. The content is the means to select the method of teaching and level of the pupil understanding.
- 17. PROCESS OF EVALUATION 🞭Processof evaluation: The evaluation of change of behaviour if done to ascertain about the realisation of the teaching learning objectives. The level of the pupil performance indicates the effectiveness of method of teaching and learning experiences.
- 18. FEED BACK 🞭Feed back:The interpretation of performance provides the teacher to improve and modify the form of the curriculum. The curriculum is developed and teaching objectives are also revised. The methodology of teaching is changed in view of the curriculum and objectives are to be achieved
- 19. NEEDS OF CURRICULUM 🞭Realisation of Educational Objectives 🞭 Proper use of Time and Energy 🞭 Acquisition of Knowledge 🞭 Determining Structure Of Content 🞭 Development of Personality 🞭 Preparation of Text Book 🞭 Conducting Examination 🞭 Organising Teaching And Learning Situation 🞭 Decision about Instructional method 🞭 Development of Knowledge, Skill And Attitude
- 20. 🞭 a. Realisationof Educational Objectives: An organisation of education is based on the curriculum. The curriculum development is done in view to realise the objectives of education. Thus the curriculum is the means for achieving the educational objectives. 🞭 b. Proper use of Time and Energy: It provides the guidelines to the teachers as well as to students, what a teacher has to teach and what the students to learn 🞭 c. Acquisition of Knowledge: The curriculum is the mean for the acquiring knowledge. Actually human knowledge is one but is divided in to subject for the convenience and organisation point of view. Thus the curriculum is designed for the different subjects. 🞭 d. Determining Structure Of Content: Every subject’s content has its wide structure which is to be taught lower level to the higher level. Thus the main task of curriculum development is determining structure of content for a particular stage teaching. Thus the curriculum of different subjects is designed from primary level to university level
- 21. 🞭 e. Developmentof Personality: The curriculum is also important and significant from personality development of the student. The curriculum is designed which helps in development in good qualities in students. It helps in developing physical, social and moral qualities of learners. 🞭 f. Preparation of Text Book: The curriculum provides the guide line and bases for preparing text book for the use of students and subject teacher. If the curriculum is changed or codified, the test books are also changed. A good text has wide coverage of curriculum content of subjects. 🞭 g. Conducting Examination: Our education is examination centred. The students have forced obtain good mark in the examination. Thus examination paper is prepared as per curriculum of the subject and students also prepare the content for the examination. Thus, curriculum is basis of teaching, learning and testing.
- 22. 🞭 h. OrganisingTeaching And Learning Situation: The teaching and learning situation are organised in view to the curriculum teaching work is also assigned with help of curriculum. 🞭 i. Decision about Instructional method: The instructional method is selected and used in view of the curricular. The same content is taught form memory to reflective level. It may be teacher centred or learner centred. 🞭 j. Development of Knowledge, Skill And Attitude: The nature of curriculum provides the basis for the developing knowledge, skills, attitude and creative ability. It also helps in developing leadership qualities.
- 23. IMPORTANCE OF CURRICULUM 🞭The human can acquire knowledge while other species cannot acquire knowledge. It is an important aspect of human beings. 🞭 The mental aspects are trained and developed, thus mental facilities are trained by teaching various school subjects 🞭 The ability of the self- realization is also developed by education and to make good man. 🞭 It also develops the feeling of appreciation and sound judgment. 🞭 Education is given always for future life so that he can earn his living. 🞭 It also prepare for scientific invention and technical development. 🞭 It brings performance in child. It helps in all-round development. 🞭 It is a powerful instrument for social change and social control.
- 24. CURRICULUM AND THEROLE OF TEACHER 🞭 Teachers determine to a large extent the manner in which the curriculum is executed in the classroom. 🞭 Their role is defined in respect of curriculum transaction and evaluation. 🞭 It is also believed that teaching-learning would be more effective if the teacher is involved in the process of the curriculum development. 🞭 Their role could be instrumental in the overall improvement of the curriculum. 🞭 three reasons why teachers could be effective improvers of the curriculum: 🞭 i) Work in close proximate with the learners 🞭 ii) Engaged in individual study and 🞭 iii) Interact with other teachers and share their curricular experiences.
- 25. REFERENCES 🞭 Position papernational focus group on curriculum, syllabus and text books (NCERT, 2006) 🞭 Position paper, National focus groups on work an education (NCERT, 2007) 🞭 Johnson. M. (1 967): "Definitions and Models in Curriculum Theory", Educational Theory . 🞭 Lieane, J.A. (et. al.) (1986): Curriculum Planning and Development, London: Allyn and Bacon, Inc. 🞭 Armstrong, D.G. (1989): Developing and Documenting the Curriculum, Boston: Allyn & Bacon, Inc.