Contents and methods in secondary education.

Autor/in	Dugast-Portes, Francine
Titel	Contents and methods in secondary education.
Quelle	In: European journal of education, 32 (1997) 1, S. 33-43Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 2
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0141-8211; 1465-3435
Schlagwörter	Bildungsinhalt; Evaluation; Methode; Curriculum; Europa; Frankreich; Großbritannien; Methode; Mitteleuropa; Norwegen; Schulreform; Evaluation; Osteuropa; Schweden; Schulreform; Internationaler Vergleich; Bildungsinhalt; Sekundarbereich; Curriculum; Internationaler Vergleich; Europa; Frankreich; Großbritannien; Mitteleuropa; Norwegen; Osteuropa; Schweden
Abstract	This contribution comes under the topic of the whole issue: Secondary Education in Europe - state and prospects. Focal points are curriculum content, methods and cross-curricular approaches within the context of reform processes. The author underlines that the best reforms are only meaningful if they are effectively applied. "Most teachers do not want to change their habits, and when reforms follow each other in rapid succession, the credibility of the changes is undermined ...". She presents her ideas on the three stages of the reform process - launch, follow up and evaluation and emphasizes that educational reform cannot be introduced without consulting teachers. Regarding curriculum contents she refers to European developments: "In practice, advances in knowledge, particularly in technical and scientific knowledge, and the arrival of pupils less predisposed to acquire this knowledge, led to a revision of the curriculum. Several European countries are considering changing their programmes and France has even set up a National Programmes Council'. The revision of the curriculum generally involves a compulsory common core of subjects plus options. The reforms in Norway, Sweden and the UK clearly define the fields covered by the different disciplines, thus proposing a definition of what the society concerned considers to be basic knowledge." (DIPF/Ba.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1998_(CD)