Will the Curriculum Caterpillar Ever Learn to Fly?

This paper examines New Labour's curriculum policies since its election to office in May 1997. It begins with an overview of the curriculum legacy inherited by New Labour from the previous Conservative government. New Labour's curriculum polices are then analysed in relation to the continuities and disjunctures with those of its predecessor. It is argued that under New Labour ‘standards’ has replaced ‘curriculum’ as the discursive hub of educational policy making. This discursive shift has led to the government imposing greater control over classroom pedagogy in order to meet prespecified educational targets. Moreover, it has engendered policies that substantially erode the principle of a broad and balanced curriculum entitlement, generally regarded one of the redeeming features of the 1988 Education Reform Act. The paper concludes with some tentative suggestions for a conception of curriculum that will more effectively meet the challenges of the 21st century     

Internationalisation of Business Education: Meaning and implementation

The internationalisation of business has been one of the most prominent features of the second half of the twentieth century, with its pace and breadth touching all elements of the value-adding network. In this environment, the higher education sector has been revising its aims and objectives to incorporate an international dimension to the skills and knowledge development of students. However, interpretation of the educational challenges posed by internationalisation in the form of guidelines that specify how the curriculum might be internationalised, is in its infancy. Despite early efforts, little work has been done to translate this trend into a developmental overview of curriculum delivery. This paper begins by synthesising the literature regarding globalisation, curriculum internationalisation and student learning in higher education. It seeks to bridge the gap between the aims of curriculum internationalisation and the subject curriculum. It applies well-accepted educational principles to the task by presenting a three-stage typology of business curriculum internationalisation. These stages are international awareness, international competence and international expertise. Directions for further research are also provided.     

改革开放以来我国课程本土化研究概略

课程本土化研究,是课程发展过程中的一个重大命题,也是关涉课程论学科长远发展的一个核心问题。本文按照改革开放后我国课程发展的历史脉络,从课程本土化研究的角度出发,对改革开放后我国课程本土化研究的相关成果进行简要述评,以揭示目前我国课程本土化研究的现状及存在的问题。     

100 years of primary curriculum development and implementation in Ireland: a tale of a swinging pendulum

There are ongoing initiatives in curriculum development and implementation in Ireland and internationally in order to enhance the educational experiences and outcomes of learners. This article is the first historical longitudinal analysis of primary school curriculum development and implementation in Ireland from the 1890s to the 1990s. The purpose of the paper is to distil key lessons from the history of curriculum development and implementation to inform contemporary policy and practice. The paper begins by situating current curriculum discourse and developments in both a national and international context. It then delineates the three main curriculum reforms undertaken in Ireland in the period under review. The section relating to each period includes an overview of the societal context in which the curriculum was developed, the process of development, the content of each curriculum and its implementation. Three key themes emerge from the analysis – the impact of wider societal factors on curriculum, the impact of the radical nature of curriculum change attempted and a lack of focus on planning for implementation.     

改革开放以来我国课程本土化研究概略

课程本土化研究。是课程发展过程中的一个重大命题,也是关涉课程论学科长远发展的一个核心问题。本文按照改革开放后我国课程发展的历史脉络,从课程本土化研究的角度出发．对改革开放后我国课程本土化研究的相关成果进行简要述评,以揭示目前我国课程本土化研究的现状及存在的问题。     

Between naturalism and religion: philosophical essays

Taking the increasing implementation and practice of ‘quality‐oriented education’ as the background to the current reform, the paper outlines moral education in the Chinese junior high school over the last 25 years. It offers a brief review of a few theoretical and empirical research projects which have had some influence on the 2003 reform of the course of Ideology and Morality. It describes: three basic principles behind this new curriculum, focusing on the developing lives of students; curriculum characteristics with ideological, humanistic, practical and integrative dimensions; and the objectives of developing feelings, attitudes and value orientations, competencies and knowledge. The curriculum is illustrated by four textbook and class‐based examples of respect for parents, self‐esteem, environmental awareness and being a responsible citizen, which offer some insights into contemporary moral education with distinctive Chinese characteristics. Finally, the paper gives an overview of the significance of the moral education curriculum reform and of its ongoing challenges.     

Curriculum Planning For Training: The State of the Art

This article provides training practitioners with an overview of literature on long-term curriculum planning for training in business and industry. It also summarizes key results of a national survey of corporate business planners and trainers on the current status of curriculum planning for training in their organizations. In general, few respondents of the study indicated that their organizations have established long-term training plans (curricula) to meet the predictable orientation needs of new employees or support implementation of corporate strategic business plans.     

Computer support for curriculum developers: CASCADE

This paper examines research on a family of computer-based tools, CASCADE (Computer ASsisted Curriculum Analysis, Design and Evaluation), designed to assist in the complex task of curriculum development. It begins with discussion of curriculum developers and their activities, followed by examination of how the computer can offer support for their tasks. The main elements of four related systems for computer supported curriculum development are discussed and approaches to designing tools of this nature are considered. Following an overview of main findings, this article concludes with thoughts on fruiful directions for research on computer supported curriculum development, emphasizing the need for increased attention to implementation and impact studies.     

试论高师音乐教育教学改革

新一轮的基础教育课程改革直接影响着高等师范院校的办学思想、课程模式、教学内容,宏观地审视我国高等师范院校音乐教育课程体系的现状及改革方向,对进一步深化高师音乐教育课程改革有着积极的指导意义。     

CONSULTATION: A Final Report

In 2008 Quebec introduced a new ethics and religious culture course. This marks a significant development in Canadian education as the mandated curriculum is intended for use in publically funded secular schools. In the past such courses have been in the domain of denominational schools. This new approach is examined in the context of the profound changes in Quebec society in recent years, typified by the sudden decline in the influence of the Roman Catholic Church. An overview of the curriculum is given, noting its basis as a particular type of phenomenological approach to the study of ethics and religion. The curriculum is analyzed against the theoretical perspectives developed by Moore and Wright. A number of issues on the scope of the study, the significant demands it places on students and teachers, and how it critically engages with religious truth claims are examined.     

浅谈音乐新课程实施中的课程资源开发与利用

音乐课程资源在音乐课程实施的过程中具有重要的地位和作用,它是形成音乐课程的因素来源与必要且直接的实施条件,为音乐课程及其实施提供着源源不断的必需的物质、能量和信息,是音乐课程及其实施的坚实基础和重要保障。在综述音乐课程资源的分类及特点的基础上,分析我国的音乐课程资源现状,并针对有关问题与困难有针对性地进行对策探讨。     

Moving Image Media and Future Literacies: The Role of Cineliteracy in Curriculum Development

The Education Projects section of the British Film Institute (bfi) is engaged in a range of activities which explore the ways in which moving image media might redefine the current curriculum. In the long term our aim is for this work to effect change at policy level by raising awareness of the educative potential of moving image media both as a means of contextualising other subject areas and as an area of study in its own right. This paper describes the rationale behind one pilot project based in a number of Education Action Zones (EAZs). The aim of the project — called ‘Story Shorts’— is to use films as a resource to develop both print literacy and cineliteracy. After an overview of current research in the area of media and literacy, this paper moves on to describe the ‘Story Shorts’ pilot in some detail. It then focuses on some of the theoretical arguments which suggest this kind of scheme may be a way forward for new curriculum design.     

Computer Science Education Overseas: The Case of Greece

This article examines the Computer Science/Computer Engineering (CS/ CE) education provided in Greece. Emphasis is given to the university‐level education provided by the state with particular consideration of the curriculum, faculty, student body, and facilities. In order to understand Greek CS/CE education better, a brief overview of the entire educational system is given.     

Using Explicit and Strategic Instruction to Teach Division Skills to Students With Learning Disabilities

Students with mathematics learning disabilities (LD) exhibit difficulties with retrieval and cognitive skills that impede their ability to perform basic mathematical skills. Instruction in mathematical procedures (i.e., procedural knowledge) is necessary to help students learn and apply skills such as basic facts and whole-number computation. Division is a skill that is identified in curriculum across the grade levels; yet, it is a skill that is often taught last in instructional sequences because of its complexity and prerequisite knowledge. Reviews of research have revealed that students with LD benefit from a combined model of academic instruction that includes both explicit and strategic instructional procedures. This article presents an overview of division instruction and a sample of interventions for teaching division that include explicit and strategic instructional procedures, which are found in the combined model of teaching.     

课程改革：从“学术理念”到“治国策略”

教育领域的学术研究与课程改革的关系包括三个方面,即学术研究关注课程改革,为课程改革提供背景素材;理论工作者积极投身课程改革并参与支持课程改革;对课程改革进行深度反思。统观这一过程,可见理论研究成果经历了一个从＂学术理念＂到＂治国策略＂的过程。在这一过程中理论研究从高层理论设计、标准教材编写、课堂教学专业支持、理论基础研究、评价标准制定、问题研究与反思等方面对课程改革进行了支持,使课程改革顺利进行并取得较好的成效,也为课程改革培养了理论工作者与研究型的实践工作者。     

Problems with the Assessment of Performance in Practical Science: Which way now?

This paper presents an overview of the problems associated with the assessment of practical work in science. We identify two theoretical positions from which different emphases for teaching and assessment flow and examine some of the available evidence on possible methods of assessment which articulate with these two positions. We consider the position adopted by the UK National Curriculum in science and its response to the problem of reliability. We explore possible ways forward which maintain the integrity of investigative work within the curriculum. Finally, the notion that there might be a separate ability, namely an ability to do practical work, is addressed and its consequences considered.     

新课程改革之路：机遇与挑战并存

基于对江西省各学科新课程实施年度报告的研究,建构了全省新课程实施的概貌：关注教师对新课程认同感;重视教师培训;建立立体教研网络;开发多种课程资源;探索课堂教学方法;重建教学评价体系。应该说,各学科改革精彩纷呈。当然,也遭遇了许多困难与问题,需要协调各种相关力量,认真诊断,共同面对。     

Political Ideology and Social Studies Curricula in Taiwan

Taiwanese textbooks play a central role in Taiwanese education. Teachers rely on the textbooks to develop lessons as well as the majority of the content of their classes. The purpose of this article is to explore the historical development of the political and ideological complexities in Taiwan's social studies curriculum. The article begins with an overview of Taiwan's history and population, followed by a discussion of the political and social impacts on Taiwan's social studies curriculum and textbooks from 1949 to the present. The theoretical interrelation between legitimised knowledge and school curriculum is discussed in relation to these issues.     

对普通高中数学课程标准“基本理念7”的思考

数学的“形式化”与“本质”的争论由来已久,至今不绝．综合多个视角考察可知,数学的本质是经验性与演绎性在实践基础上的辨证统一．如果把数学的本质看成一枚硬币,演绎性,即“形式化”是其一面;经验性．即“经验化——非形式化”是其另一面．由是观之,普通高中数学课程标准“基本理念7”的表述存在让人误解与含糊之处．