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Curriculum Change and Innovation$
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Yiu Chun Lo, A. Ka Tat Adamson, and John T. S. Lam

Print publication date: 2012

Print ISBN-13: 9789888139026

Published to Hong Kong Scholarship Online: May 2013

DOI: 10.5790/hongkong/9789888139026.001.0001

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PRINTED FROM HONG KONG SCHOLARSHIP ONLINE (www.hongkong.universitypressscholarship.com). (c) Copyright Hong Kong University Press, 2021. An individual user may print out a PDF of a single chapter of a monograph in HKSO for personal use.date: 18 April 2021

Change in Curriculum Design

Change in Curriculum Design

Chapter:
(p.92) (p.93) 4 Change in Curriculum Design
Source:
Curriculum Change and Innovation
Author(s):

Shirley S. Y. Yeung

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789888139026.003.0004

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

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