المدخل إلى مادة الأساليب الحديثة في تقويم المناهج المدرسية

1. GR 5002 Contemporary Approaches to
School Curriculum Evaluation
Session 1 - Introduction
UNIVERSITY OF BAHRAIN
BAHRAIN TEACHERS COLLEGE
CONTINUOUS PROFESSIONAL DEVELOPMENT
‫المدرسية‬ ‫المناهج‬ ‫تقويم‬ ‫في‬ ‫الحديثة‬ ‫الساليب‬

2. Today’s Agenda
 Welcome
 Introduction to course format and
requirements
 Preliminary questions of curriculum
 Discussion: What is curriculum?
 ‫ا‬‫المنهج‬ ‫عن‬ ‫أسئلة‬ ،‫والمتطلبات‬ ‫للمادة‬ ‫مدخل‬ ،‫لترحيب‬ :
 ‫المنهج؟‬ ‫ما‬ :‫مناقشة‬

3. Course Description
 This course focuses on an examination of the
procedures used to evaluate and revise school
curriculum
‫على‬ ‫المقرر‬ ‫هذا‬ ‫يركز‬‫اختبار‬‫المستخدمة‬ ‫الرجراءات‬
.‫المدرسي‬ ‫المنهج‬ ‫ومرارجعة‬ ‫لتقويم‬
 Participants review the principles of curriculum
evaluation and development, and be introduced to
procedures for selecting, implementing, and
evaluating learning outcomes and performance
standards.
‫لختيار‬ ‫إرجراءات‬ ‫وتقديم‬ ،‫المنهج‬ ‫تقويم‬ ‫مبادئ‬ ‫المشاركون‬ ‫يرارجع‬
.‫ومعاييرالداء‬ ‫التعلم‬ ‫نتارجات‬ ‫وتقويم‬ ‫وتنفيذ‬

4. Course Description
 Finally, the course suggests appropriate
evaluation procedures to insure that the
curriculum is both appropriate and effective.
‫ا‬ ‫في‬‫المقرر‬ ‫يقترح‬ ،‫لنهاية‬
‫ملءمة‬ ‫تقويم‬ ‫إرجراءات‬
‫المنهج‬ ‫أن‬ ‫من‬ ‫للتأكد‬
‫الملءمة‬ ‫من‬ ‫كل‬ ‫يحقق‬
.‫والفاعلية‬

5. Course Outcomes
At the end of the course, the participants will:
 Demonstrate understanding of curriculum
evaluation
.‫المنهج‬ ‫لتقويم‬ ‫فهما‬ ‫المشاركون‬ ‫يظهر‬
 Describe a variety of curriculum evaluation models
‫متنوعة‬ ‫نماذج‬ ‫وصف‬‫ل‬.‫منهج‬ ‫تقويم‬
 Describe representative curriculum designs,
including subject-centered, learner-centered, and
problem-centered
،‫الموضوع‬ ‫على‬ ‫القائم‬ :‫الممثلة‬ ‫المنهج‬ ‫لتصاميم‬ ‫وصف‬
‫المشكل‬ ‫على‬ ‫القائم‬ ،‫المتعلم‬ ‫على‬ ‫القائم‬.‫ت‬

6. Course Outcomes
At the end of the course, the participants will:
 Describe the procedures of curriculum mapping
.‫المنهج‬ ‫خارطة‬ ‫إجراءات‬ ‫وصف‬
 Present a curriculum evaluation of a current
instructional component based on the use of
standards-based procedures
‫للمكونات‬ ‫منهج‬ ‫تقويم‬ ‫عرض‬
‫على‬ ‫القائمة‬ ،‫الحالية‬ ‫التعليمية‬
.‫المعايير‬ ‫إجراءات‬ ‫استخدام‬

7. COURSE ASSESSMENT
 10% Attendance.
 20% Classroom participation.
 30% Tasks and assignments.
 40% Curriculum evaluation project.

8. TOPICS
Three approaches to curriculum
evaluation –Traditionalist, Empirical-
Conceptualist, & Standards-based
:‫المنهج‬ ‫لتقويم‬ ‫مناحي‬ ‫ثل ث‬ ‫هناك‬
‫المستند‬ ،‫المفاهيمي‬ -‫التجريبي‬ ،‫التقليدي‬
.‫المعايير‬ ‫على‬
 Introduction to needs assessment
‫للتقييم‬ ‫الحاجة‬ ‫حول‬ ‫مقدمة‬.

9. TOPICS
Introduction to standards in
education
‫المناه‬ ‫في‬ ‫المعايير‬ ‫حول‬ ‫مقدمة‬.‫ج‬
 Aligning learning outcomes with
performance standards
‫التعلم‬ ‫نتاجات‬ ‫بين‬ ‫الستساق‬ ‫ستحقيق‬
.‫الاداء‬ ‫ومعايير‬

10. TOPICS
Review of effective curriculum
evaluation procedures
‫المنهج‬ ‫ستقويم‬ ‫لجراءات‬ ‫عرض‬
.‫الفعالة‬
Curriculum mapping‫المنهج‬ ‫خارطة‬
 Planning for curriculum
evaluation and revision

11. Discussion Questions
1. What is the purpose of
education?‫التربية؟‬ ‫من‬ ‫الغرض‬ ‫ما‬
2. What is curriculum? ‫المنهج‬ ‫.ما‬
3. Who decides the curriculum?
4. How should the curriculum be
taught in the classroom?
‫الفصل‬ ‫في‬ ‫المنهج‬ ‫د سرس‬َّ‫ر‬‫ي‬ُ‫د‬ ‫وكيف‬ ‫المنهج؟‬ ‫يقر سر‬ ‫الذي‬ ‫من‬‫؟‬

12. Some Definitions of Curriculum
• That series of things which children and youth must do and
experience by way of developing abilities to do the things well
that make up the affairs of adult life. --Bobbit (1918)
•‫من‬ ‫ويخبروها‬ ‫يعملوها‬ ‫أن‬ ‫الطلبة‬ ‫على‬ ‫يجب‬ ‫التي‬ ‫اليشياء‬ ‫مجموعة‬
‫حياستهم‬ ‫في‬ ‫حسن‬ ‫بشكل‬ ‫بأعمال‬ ‫القيام‬ ‫بقصد‬ ‫قدراستهم‬ ‫ستنمية‬ ‫أجل‬
• All the experiences students have under the guidance of a
teacher. --Caswell and Campbell (1935)
• ‫المعلم‬ ‫ستوجيه‬ ‫ستحت‬ ‫الطلبة‬ ‫عليها‬ ‫يحصل‬ ‫التي‬ ‫الخبرات‬ ‫جميع‬
• A sequence of potential experiences is set up in the school for
the purpose of disciplining children and youth in group ways of
thinking and acting. --Smith, et al. (1957)
• A curriculum is a plan for learning. --Taba (1962) ‫خطة‬ ‫هو‬ ‫المنهج‬
‫للتعلم‬

13. Some Definitions of Curriculum
 The planned and guided learning experiences and
intended outcomes, formulated through the
systematic reconstruction of knowledge and
experience, under the auspices of the school, for
the learner's continuous and willful growth in
person-social competence. --Tanner and Tanner
(1975)
 Curriculum is socially constructed knowledge
subject to critique and reconstruction (or
interpretation or meaning-making). Curriculum is
inescapably political because interpretation and
critique involve differing and conflicting meanings
or constructions of knowledge. --Grundy (1987)

14. ‫التي‬ ،‫والمقصود‬ ‫التعلم‬ ‫لخبرات‬ ‫والموجهة‬ ‫المخططة‬ ‫النتائج‬
‫المتعلم‬ ‫لنمو‬ ،‫المدرسة‬ ‫رعاية‬ ‫تحت‬ ،‫المدرسة‬ ‫رعاية‬ ‫تحت‬
‫الجتماعية‬ ‫شخصيتة‬ ‫إكمال‬ ‫في‬ ‫المقصود‬ ‫.المستمر‬

15. Some Definitions of Curriculum
• Curriculum is not a tangible product but the actual
day-to-day interactions of students, teachers,
knowledge, and milieu. It is an ongoing social
activity that is shaped by various contextual
influences within and beyond the classroom and
accomplished interactively, primarily by teachers
and students. --Cornbleth (1990)
• Curriculum is a process of learning and discovery
which utilizes any means necessary to enhance
students' abilities to recognize and explore their
ignorance.

16. OUR DEFINITION
CURRICULUM IS A PROPOSAL OF
WHAT STUDENTS ARE
EXPECTED TO LEARN AND DO
AFTER INSTRUCTION