並列摘要
The chief activity of education, as H. Taba has noticed, is to change individuals in some way: to add to the knowledge they possess, to enable them to perform skills, to develop certain understanding, insights, and appreciations. The statements of these desired ends are called aims, goals and objectives. The desired ends not only influence the very shape of the curriculum, but also provide direction and focus for the entire educational program. No other aspect of education has received more serious consideration and provoked as much heated controvercy as has the topic of aims, goals, and objectives. This paper is to analyze the position of curriculum ends in the process of curriculum development, how these ends are derived, analyzed, categorized, selected and stated. During the analyses, various approaches, viewpoints and arguments are presented; they are also critically reviewed.
並列關鍵字
無資料延伸閱讀
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