202 - Iii - 5
202 - Iii - 5
202 - Iii - 5
4) Experience-centered design
Subject Centered Design:
The subject centered curriculum design is the most widely used
curriculum design. It is traditional and in most schools the standard of
achievement are fixed in terms of mastery over subject matter. It regards
learning primarily as cognitive development and the acquisition of knowledge
and information. With this approach to curriculum design, all the subjects for
instruction are separated. The subjects are then arranged in a systematic and
logical sequence corresponding to the maturity of the learner. In this type the
simplest factor are placed in the beginning grades and the more difficult ones in
the latter grades. In general, the content areas are taught in isolation, with no
attempt at integration. To meet life satisfactorily, the learner must have a
command of essential subjects such as regional and foreign languages,
Mathematics, Nature Study, Physics, Chemistry, History, Geography, Literature,
Hygiene and Physical Education.
Characteristics of Subject Centered Curriculum
1) The content is universally true and hence is not affected by local
situation.
2) Learning a subject is based upon language activities talking, listening
and writing. It is explanatory in nature.
3) Emphasize on teaching subject matter, emphasizes on teaching specific
habits and skills as separate and isolated aspects of learning.
4) Subject matter is selected and organized before the teaching situation.
5) The teaching-learning process will be controlled by the teacher.
2 | Page
Aurobindo and so on. The importance of activity principle led to the evolution
of various modern methods of teaching like Project Method, Dalton Plan, and
Problem-Solving Method.
In activity-centered curriculum, the subject-matter is presented through
activities and knowledge is the result of the purposeful activities performed.
Activity is the medium of imparting knowledge, teaching skills and developing
attitudes. Some of the views about activity curriculum are expressed as under:
According to John Dewey: "Activity curriculum is a continuous stream
of child's activities, unbroken by systematic subjects and springing from the
interests and personality felt needs of the child."
According to framers of Ward ha Scheme of Education: "We have
attempted to draft an activity curriculum which implies that our schools must be
the places of work, experimentation and discovery, and not of passive
absorption, imparted as second hand."
According to Secondary Education Commission: "The basis of
teaching must be the organization of the subject-matter into units of projects
which would create opportunities for self activity on the part of the students.
These should largely replace the formal lessons which lack proper motivation
and therefore, fail to arouse real interest."
Characteristics of activity centered curriculum design:
1) The curriculum should be framed based on the nature of students than the
subject matter.
2) Knowledge is the outcome of the activities is emphasized in this
curriculum.
6 | Page
Type of Experiences
The experience curriculum provides varied experiences to the pupils in
the class, in the school and even outside the school. The experiences are of two
types-direct and indirect.
(a) Direct Experiences. Direct experiences are obtained when the child is face
to face with a situation or when he is in direct contact with reality. For example,
working on the school farm or workshop, performing experiments in science
laboratory, field trips all provide direct experiences. Such experiences provide
first-hand knowledge. But such experiences are sometimes not possible or
desirable.
(b) Indirect Experiences. These experiences are acquired through some
medium e.g. through text-books, radio broadcasts etc. Even knowledge of new
topics can be provided through such experiences.
Direct and indirect experiences are complementary. Direct experiences
give a real touch to the indirect experience whereas indirect experiences supply
the detailed knowledge not available through direct experiences.
9 | Page
REFERENCE
Books:
1) Arulsamy, Dr.S (2014). Curriculum Development. Neelkamal Publication
Pvt.Ltd Educational Publishers.
2) Dash, B.N (2007). Curriculum Planning and Development. New Delhi:
Dominant Publishers and Distributors.
3) Kalaiyarasan, Dr. G (2014). Curriculum Development. New Delhi: APH
Publishing Corporation.
Websites:
1) http://www.preservearticles.com/2012010920282/activity-centredcurriculum-is-a-modern-approach-in-curriculum-development.html
2) http://www.preservearticles.com/2012010920278/essay-on-experiencecentred-curriculum.html
10 | P a g e