Kursinformation

This course , Introduction to School Curriculum, provides English majors with a comprehensive foundation in curriculum theory and practice. Chapter 1 defines curriculum from traditional and progressive perspectives, distinguishes official, hidden, recommended, written, taught, supported, assessed, and learned curricula, and explains curriculum design, evaluation, and learning experiences, including Dale’s Cone of Experience. Chapter 2 treats curriculum as an interactive system of aims, content, teaching methods, instructional activities, resources, and assessment; it outlines diagnostic, formative, and summative evaluation. Chapter 3 examines psychological foundations—behaviorism, cognitivism, humanism, Piaget, Maslow, and Rogers—philosophical foundations, including idealism and progressivism, and sociological foundations such as technology and family change. Chapter 4 contrasts knowledge-based and learner-centered organization, covering subject-based, coherent, broad-fields, unit, and concept-based curricula, plus problem-based, project-based, and cooperative learning. Chapter 5 analyzes English language curriculum approaches: notional-functional, situational, skills/competency-based, task-based, and content-based instruction, with sheltered, adjunct, and theme-based models, Krashen’s hypotheses, the Six T’s, and criticisms. Chapter 6 explores global trends—standards-based curricula and ICT integration—and compares China and Estonia. The book combines theory, reflection tasks, and projects to prepare future English teachers to design, implement, and evaluate effective curricula. It emphasizes active learning, alignment among objectives, content, methods, and assessment, and the importance of psychological, philosophical, and social contexts. Each chapter includes objectives, discussion questions, tasks, and projects, bridging curriculum theory with practical English language teaching and encouraging reflection on Egyptian curricula and global innovations.