|
Week |
Scientific topic |
|
1 |
A general introduction on the importance of studying curricula for the teacher - the concept of the curriculum: the concept of the traditional curriculum, the concept of the modern curriculum and their reflection on the elements of the educational process . |
|
2 |
The constituent elements of the school curriculum (objectives - content - teaching methods - teaching aids - educational activities - evaluation) and the relationship between each other - their Islamic rooting. |
|
3 |
Educational objectives: what they are, the importance of determining them, their fields, levels, behavioral actions that fall under each level, methods of formulation, components of the behavioral goal and conditions for its formulation, practical applications: methods of formulating educational objectives at different levels in each field |
|
4 |
Content: What it is, criteria, and procedures for its selection and organization Textbook - Teacher's Guide: What they are, their link to the content, their contents in a brief way, their importance to the teacher . |
|
5 |
First midterm exam |
|
6 |
Teaching methods, activities and educational techniques: what they are, selection criteria, types, effectiveness in achieving the objectives of the school curriculum, their relationship to each of the other components of the curriculum. |
|
7 |
Evaluation: what it is, the difference between evaluating the curriculum and evaluating the student's level in the educational material, its types, functions, evaluation standards and steps, its effectiveness in achieving the objectives of the school curriculum, its relationship to each of the other elements that make up the curriculum |
|
8 |
Practical applications: Analysis of the content of the textbook in the light of the elements of the curriculum for each student according to his specialization |
|
9 |
Curriculum Building Processes: Curriculum Design Process: 1- Curriculum Building: The foundations of building the school curriculum: The philosophical basis (philosophical ideological, philosophical educational) – psychological basis. |
|
10 |
Second midterm exam |
|
11 |
Environmental and social basis - cognitive basis - the relationship between the foundations of each other . Practical applications: Analyzing the content of a unit of a textbook according to the student's specialization in light of the foundations of building the curriculum. |
|
12 |
The different organizations for building the curriculum - old and new: the unplanned (hidden) approach - the intended planned approach Knowledge-centered organizations include: Separate Subjects Curriculum, Interconnected Subjects Curriculum, and Broad Areas Curriculum . |
|
13 |
Subject-centered and learner-centered organizations: experience-based module curriculum, subject-based module curriculum Learner-centered organizations: activity curriculum, gaming curriculum, self-learning curriculum |
|
14 |
Curriculum Building Processes: 2- Curriculum Implementation Process : Implementation of the curriculum: what it is, factors that affect the implementation of the curriculum, the principles that must be taken into account when implementing the curriculum, the role of the teacher in the implementation of the curriculum Curriculum building processes: 3-4 - The process of evaluating and developing the curriculum: Evaluating and developing the curriculum: what it is Evaluating and developing the school curriculum: its foundations, justifications, different methods, steps and obstacles, the teacher's role in developing the curriculum. |
|
15 |
Final Exam |
References
|
Bibliography |
Publisher |
Version |
Author |
Where it is located |
|
memo |
ــــــــــــــــــــــــــــــ |
- |
Course Professor- |
Faculty Imaging Services |
|
Contemporary School Curriculum
|
Amman : Dar Al Fikr
|
2004
|
Jawdat Saadeh
|
library |
|
Studies in General Curricula and Methods
|
Amman : Janadriyah
|
2009
|
Rateb and Abdul Rahim Awad
|
library |
|
Curriculum Development |
Amman: Dar Al Fikr
|
1999
|
Salah Diab and Hisham Elayyan
|
library |