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Approaches to Curriculum Construction نصاب کی تروين

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Presentation on theme: "Approaches to Curriculum Construction نصاب کی تروين"— Presentation transcript:

1 Approaches to Curriculum Construction نصاب کی تروين

2 Approaches of curriculum
Approaches of organizing content Approaches of curriculum construction Topical approach Concentric approach

3 Concentric circles have a common centre but Radius goes on changing
رجحان ھم مرکزيت Concentric circles have a common centre but Radius goes on changing

4 Concept In concentric approach, knowledge is widened slowly and steadily.(like concentric circles) Thus a subject matter is taken and spread over number of year. In introductory years, elementary knowledge is given.

5 Thus a steady programme is maintained to impart knowledge to student.
Then in next year little higher level knowledge is added and this is done in all subsequent years. Thus a steady programme is maintained to impart knowledge to student.

6 Steps followed in concentric approach
A Unit is taken. Then the topic is broken into numbers of sub-themes/topics/Units. These sub topics/units are allotted in various classes, according to the difficulty level.

7 Elementary knowledge is given in introductory years.
Full fledged knowledge is provided at higher levels. At every stage, revision is done. Portion is neither too long nor too short.

8 content VII VIII IX X VI std. Example 1: Indices
Expression, meaning, Base, Power, Reading finding value. VII Revision of all mentioned above, use of letters ,An =axaxax---n times,writing indices in fraction form, -ve indices,laws and indices with power 10. . VIII Revision of lawsr, fractional indices,squaring and finding root of an indices. IX Used to introduce surds. X Trigonometry, solving sums.

9 DIAGRAM SHOWING ORGANISATION OF CONTENT
V VI VII

10 MERITS 1) It is a psychological approach of teaching Math.
2) Teacher can get adequate time to cover the portion. Also they can go according to receptivity of learner. 3) Topic is continued for number of years, impression lasts forever in minds of learners. 4) As revision is done, every year, child retains the knowledge.

11 5) Since only small portion of topic is taken, interest
of student is maintained. Teaching does not become dull. 6)Teacher can make use of different techniques, to introduce and deliver the content. 7) If same teacher takes topic continuously every year, he/she knows weak points of students and thus can bring necessary modifications in topics, to make base of the content strong in students.

12 DRAWBACKS 1) If topic is too large, every year, studying the same topic and seeing same chapter in textbook makes students loose their interest . 2)If topic is too small it will not create any permanent impression on mind of learners. 3)If topic is not divided properly, into its sub units, it may prove harmful.

13 CONCLUSION Concentric approach is really a very good approach to be adopted. Teachers have to be careful so that portion is neither too long nor too short. In every consecutive year positive points can be added, if same teacher, teaches the particular content every year, Thus teacher can start with full interest and vigor every year and will bring all possible and interesting illustrations in class.


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