Change in Curriculum Design
Change in Curriculum Design
In recent decades, global trends in cultural, social, and economic development have brought forth reforms in educational paradigms. These reforms have been accompanied by changes in the ways school practitioners or educators design the school curriculum. Compared to subject-centered approaches, learner-centered and problem-centered designs are often described as having greater potential to impart to the next generation the competencies deemed necessary in the twenty-first century. Hong Kong officials have been recommending a learner-centered approach for school curriculum design since the 1980s. Hence, this chapter begins by exploring the philosophy and practices of a learner-centered curriculum in greater detail, as well as the rationale and basic methods for designing a problem-centered curriculum. Moreover, differentiation is a key element in the learner-centered curriculum. In response to the topical call to accommodate individual differences and diversity in mixed-ability classrooms in Hong Kong, this chapter proceeds with an introduction to the basic principles and strategies in the design of a differentiated curriculum.
Keywords: Learner-centered curriculum, Problem-centered curriculum, Differentiated curriculum, Curriculum Design
Hong Kong Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
Please, subscribe or login to access full text content.
If you think you should have access to this title, please contact your librarian.
To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .
