Preparing for Tomorrow's World: An Alternative Curriculum Model for the Secondary Schools.

Autor/inn/en	Iozzi, Louis A.; Cheu, Janey
Titel	Preparing for Tomorrow's World: An Alternative Curriculum Model for the Secondary Schools.
Quelle	(1978), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Critical Thinking; Curriculum Development; Decision Making; Decision Making Skills; Educational Assessment; Educational History; Educational Objectives; Educational Trends; Futures (of Society); Instructional Materials; Interdisciplinary Approach; Learning Activities; Literature Reviews; Models; Moral Development; Prediction; Problem Solving; Role Playing; Secondary Education; Skill Development; Social Change; Social Studies; Student Development; Tables (Data); Values + Suchen Sie Ihr Suchwort? Kritisches Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung; Education; assessment; Bewertungssystem; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Bildungsentwicklung; Future; Society; Zukunft; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernaktivität; Analogiemodell; Moralische Entwicklung; Vorhersage; Problemlösen; Rollenspiel; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Sozialer Wandel; Gemeinschaftskunde; Tabelle; Wertbegriff
Abstract	The paper discusses curriculum change in American education and describes a social studies curriculum model intended to help high school students become better decision makers. The paper is presented in eight sections. Section I identifies educational programs which have been implemented in response to crisis situations. Among these are sex education, drug education, and environmental education. Section II forecasts future developments, including accelerated social change, continued technological advancement, international conflict, and changing concepts of work and leisure. Section III explains that curriculum goals should be to help students broaden social perspectives, understand consequences of decisions, understand social issues, and deal with multiple interacting variables. Section IV describes a curriculum model which is based on progression through learning stages until students reach their highest potential. Section V identifies learning activities which are part of the model. Students are involved in role playing, exposure to alternative viewpoints, debates, clarification of ideas, defending personal attitudes, and examining consequences of decisions. Section VI lists modules developed for junior and senior high school students. Section VII provides information about how the modules were field tested. The final section offers conclusions. The major conclusion is that the proposed curriculum can help students become better decision makers by emphasizing simultaneous development in intellectual and moral/ethical areas. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01