課程概念剖析

The term ＂curriculum＂ like most words in our language, is being used in a variety of ways. Even among professional educators, it is used so differently that communication often is hampered. Although curriculum specialist have tried to clarify the meaning of curriculum, disagreement still exists in terms of what constitutes legitimate definitions of the word. Curriculum has been a consideration of writers on education for centuries. However, the systematic study of curriculum and curricular problems, and the identification of certain individuals as curriculum specialists, according to H.W. Kliebard, did not occur until the twentieth century. The authors of the many books and other publications on curriculum that have appeared since the first in 1918, Bobbitt's The Curriculum, have usually presented a particular conception of the curriculum. More often than not, these authors held their particular definitions of the curriculum without recognizing the limitations of their viewpoints and without knowing many more contributions of the other definitions. By analyzing past and present concepts of the curriculum, this author have found definitions of curriculum in the following categories: subjects and subject matter, learning experiences, intended learning outcomes, and planned opportunities for learning. It is the purpose of this article to compare these four categories of curriculum definitions by pointing out examples, characteristics and limitations of the definitions in each category. By so doing, this author hope that the complexity of the term ＂curriculum＂ will be recognized, and the communication among educators will be much more easier.

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