Syllabus And curriculum
Syllabus And curriculum
There is a grocery store in the neighborhood. Every house in the neighborhood buys things from the same shop. Many other shops were opened in comparison to this shop, but could not stand in front of it. The shop owner claims that his family has been associated with this profession for many centuries. Their children only study up to matriculation and then begin to excel. When a child regains consciousness, he or she begins to understand and practice family leadership skills and how to apply them successfully. The main elements of this education are:
1. Be educated so that the child is able to demonstrate with fruitful achievements, that is, it is not a mere verbal accumulation but a meaningful goal.
2. It is important to know a lot of information for excellence. For example, where and when to buy a penis. Should a resort be used if there is a shortage of sex? Ability to analyze price volatility and have the ability to invent new ways to sell.
3. Teaching skills to use to evaluate customer buying trends. For example, the ability to observe that a customer has come to buy something or to simply go away without asking. Assuming that the customer will buy a cheaper brand or an expensive brand. When steering, keep in mind that the customer is paying the maximum price and all this is done with pleasure. All this is not possible without the necessary skills.
4. A good shop with the knowledge and skills of a businessman will surely be able to decorate, but due to profitability or storage, the shop will not be trusted. This means that good knowledge and skills along with good skills are essential. How to say welcome to a customer, how to maintain their trust and how to maintain intimacy with them are all essential behaviors for good manners.
5. It takes five years to teach and teach children, under one classification, skills, and attitudes. It also determines which things, skills and behaviors will be taught first and who later. In this teaching process, simple things are taught first and difficult later.
At the traditional level, for centuries a generation has been transmitting its descendants in the form of their experiences, knowledge, skills and attitudes. In doing so, tradition and tradition-based life were protected. Not only that, it also helped to continue a system at the wider level. For example, during the reign of kings, the etiquette of the repression of kingship was also passed from one generation to the next. In the same way, females are rewarded with special education in order to live in male dominance.
With the development of science in Europe, new technology and the manufacture of products based on them began. The series was sponsored by people who wanted to make more money by selling more goods and then selling them. Just as the system of monarchy was based on the agricultural system and the governing elite of the monarchy consisted of feudal lords, so the business-maximizing capitalist class established a modern state to protect its interests. ۔
Incentives not only were to make a profit, but also to include the ideology of the people living in the state. Obviously, the ideology of the people living in the kingdom could not have been useful in the modern state system. Workers needed to make things. It would not have been possible to run a factory without professional skilled workers. Officers were needed to handle administrative matters. This new system of production and sale of goods was more complex than the ancient agricultural system. This system needed to constantly increase its output and find new markets, while the agricultural system had frozen once it reached a level. The purpose of the new system was to promote capital and it was necessary to invent new dimensions, create new goods, and maintain the ramifications of constantly buying and using them.
In such a situation, the ancient traditional system of education and training was not enough. It was necessary to develop a system of education and training after careful research in view of the economic goals. The system is based on curcumin.
The word curriculum is commonly used in Urdu for curriculum. The curriculum refers to syllabus, also a list of topics taught in textbooks and schools. By definition, curcumin and slabs are certainly interconnected, but the applicability of both is radically different.
Here is an example of a difference between a syllabus and a curriculum by an educationist. If you were to ask what football is, you would say football is made of rubber or leather and played with it. This is true to some extent, but football is actually a game. There is a whole world of sports, ranging from street football to global competitions. There are wonderful football players, football skills, a keen interest in the game, a feeling of victory and defeat. During the game there are shocking sensations inside the viewer. There are learning lessons, physical fitness and fitness exercises.
Similarly, the curriculum is not just a list of topics, ie, slabs. How to make these titles an action model for living and active children is a curriculum. It involves selecting information, skills and attitudes for children, based on their physical and mental age, then making all three accessible to children so that children can learn and grow in their own way. Become. In the process, will the child be deemed that he or she is in need of an adult and whatever larger the proposal for 'improvement', the better it will be for them? Otherwise, the child should be allowed to learn what he wants to learn according to his own choice and nature. All these matters fall within the limits of the curculum.
Need for curriculum
Each country educates and educates its children according to their specific geographical conditions, resources, and future plans. For example, if a country lacks natural resources, it will bring its children an education that demands professionalism in other countries. That way the country will be able to create better employment opportunities for its children. If the land of a country is fertile, the water of the rivers is available and there is a tradition of farming, then the children of such country should be encouraged to learn agriculture related professions. Thus, the country can earn a living by exporting agricultural products.
Such a plan cannot meet its goals without human resources education and training. Such a human resource requires curriculum for education and training. Academic goals are set very precisely in the curriculum. Strategies and resources are set out for how to achieve these goals. The purpose of the curriculum is not just to set educational goals and standards, but also to determine how people's moods and their personal behaviors will be. In general, when making curriculum in traditional or specific ideological countries, the emphasis is on teaching specific subjects and ideas for the publication of tradition and ideological preferences. If these ideas are not in line with universal values, then jobs for children in this country are not available in other countries, if found, then such children are at a social level.
The applicability and impact of curculum can be gauged from the fact that curcumin determines the collective and individual destiny of any country. The so-called curriculum we have is actually nothing more than a list of topics. The only solution to what is intended for a wider application is to declare a topicbook. The teacher is also a resource in the application of the curriculum, but relies solely on textbooks. The extent to which the goals of the curriculum were achieved is also tested on the questions asked in the material in the textbook. Generally the topics given in Curriculum are included to some extent in the textbooks at the informational level.
Other important issues, such as the skills and attitudes of the promotion or critical thinking of the development, are ignored. Similarly, if the number of genuine and essential objectives of education was hundred, only twenty-five of them were included in the curriculum. When these goals were included in the textbooks, they remained only ten percent. When the teacher brought them to the children in the classroom, they taught this lesson to a child aloud and, with great effort, explained the meaning of difficult words. In this way it can be well estimated that out of the hundred goals of the curriculum, the goals reached by children were not just more than two per cent, and they did not achieve lasting status in their learning process. These goals were eliminated as soon as I left the room.
While curriculum is an important part of educational planning, it is not enough to make a real curriculum, but to manage the curriculum at grassroots level and to achieve the goals, the planning of human resources or productive resources can be successful.
There is a grocery store in the neighborhood. Every house in the neighborhood buys things from the same shop. Many other shops were opened in comparison to this shop, but could not stand in front of it. The shop owner claims that his family has been associated with this profession for many centuries. Their children only study up to matriculation and then begin to excel. When a child regains consciousness, he or she begins to understand and practice family leadership skills and how to apply them successfully. The main elements of this education are:
1. Be educated so that the child is able to demonstrate with fruitful achievements, that is, it is not a mere verbal accumulation but a meaningful goal.
2. It is important to know a lot of information for excellence. For example, where and when to buy a penis. Should a resort be used if there is a shortage of sex? Ability to analyze price volatility and have the ability to invent new ways to sell.
3. Teaching skills to use to evaluate customer buying trends. For example, the ability to observe that a customer has come to buy something or to simply go away without asking. Assuming that the customer will buy a cheaper brand or an expensive brand. When steering, keep in mind that the customer is paying the maximum price and all this is done with pleasure. All this is not possible without the necessary skills.
4. A good shop with the knowledge and skills of a businessman will surely be able to decorate, but due to profitability or storage, the shop will not be trusted. This means that good knowledge and skills along with good skills are essential. How to say welcome to a customer, how to maintain their trust and how to maintain intimacy with them are all essential behaviors for good manners.
5. It takes five years to teach and teach children, under one classification, skills, and attitudes. It also determines which things, skills and behaviors will be taught first and who later. In this teaching process, simple things are taught first and difficult later.
At the traditional level, for centuries a generation has been transmitting its descendants in the form of their experiences, knowledge, skills and attitudes. In doing so, tradition and tradition-based life were protected. Not only that, it also helped to continue a system at the wider level. For example, during the reign of kings, the etiquette of the repression of kingship was also passed from one generation to the next. In the same way, females are rewarded with special education in order to live in male dominance.
With the development of science in Europe, new technology and the manufacture of products based on them began. The series was sponsored by people who wanted to make more money by selling more goods and then selling them. Just as the system of monarchy was based on the agricultural system and the governing elite of the monarchy consisted of feudal lords, so the business-maximizing capitalist class established a modern state to protect its interests. ۔
Incentives not only were to make a profit, but also to include the ideology of the people living in the state. Obviously, the ideology of the people living in the kingdom could not have been useful in the modern state system. Workers needed to make things. It would not have been possible to run a factory without professional skilled workers. Officers were needed to handle administrative matters. This new system of production and sale of goods was more complex than the ancient agricultural system. This system needed to constantly increase its output and find new markets, while the agricultural system had frozen once it reached a level. The purpose of the new system was to promote capital and it was necessary to invent new dimensions, create new goods, and maintain the ramifications of constantly buying and using them.
In such a situation, the ancient traditional system of education and training was not enough. It was necessary to develop a system of education and training after careful research in view of the economic goals. The system is based on curcumin.
The word curriculum is commonly used in Urdu for curriculum. The curriculum refers to syllabus, also a list of topics taught in textbooks and schools. By definition, curcumin and slabs are certainly interconnected, but the applicability of both is radically different.
Here is an example of a difference between a syllabus and a curriculum by an educationist. If you were to ask what football is, you would say football is made of rubber or leather and played with it. This is true to some extent, but football is actually a game. There is a whole world of sports, ranging from street football to global competitions. There are wonderful football players, football skills, a keen interest in the game, a feeling of victory and defeat. During the game there are shocking sensations inside the viewer. There are learning lessons, physical fitness and fitness exercises.
Similarly, the curriculum is not just a list of topics, ie, slabs. How to make these titles an action model for living and active children is a curriculum. It involves selecting information, skills and attitudes for children, based on their physical and mental age, then making all three accessible to children so that children can learn and grow in their own way. Become. In the process, will the child be deemed that he or she is in need of an adult and whatever larger the proposal for 'improvement', the better it will be for them? Otherwise, the child should be allowed to learn what he wants to learn according to his own choice and nature. All these matters fall within the limits of the curculum.
Need for curriculum
Each country educates and educates its children according to their specific geographical conditions, resources, and future plans. For example, if a country lacks natural resources, it will bring its children an education that demands professionalism in other countries. That way the country will be able to create better employment opportunities for its children. If the land of a country is fertile, the water of the rivers is available and there is a tradition of farming, then the children of such country should be encouraged to learn agriculture related professions. Thus, the country can earn a living by exporting agricultural products.
Such a plan cannot meet its goals without human resources education and training. Such a human resource requires curriculum for education and training. Academic goals are set very precisely in the curriculum. Strategies and resources are set out for how to achieve these goals. The purpose of the curriculum is not just to set educational goals and standards, but also to determine how people's moods and their personal behaviors will be. In general, when making curriculum in traditional or specific ideological countries, the emphasis is on teaching specific subjects and ideas for the publication of tradition and ideological preferences. If these ideas are not in line with universal values, then jobs for children in this country are not available in other countries, if found, then such children are at a social level.
The applicability and impact of curculum can be gauged from the fact that curcumin determines the collective and individual destiny of any country. The so-called curriculum we have is actually nothing more than a list of topics. The only solution to what is intended for a wider application is to declare a topicbook. The teacher is also a resource in the application of the curriculum, but relies solely on textbooks. The extent to which the goals of the curriculum were achieved is also tested on the questions asked in the material in the textbook. Generally the topics given in Curriculum are included to some extent in the textbooks at the informational level.
Other important issues, such as the skills and attitudes of the promotion or critical thinking of the development, are ignored. Similarly, if the number of genuine and essential objectives of education was hundred, only twenty-five of them were included in the curriculum. When these goals were included in the textbooks, they remained only ten percent. When the teacher brought them to the children in the classroom, they taught this lesson to a child aloud and, with great effort, explained the meaning of difficult words. In this way it can be well estimated that out of the hundred goals of the curriculum, the goals reached by children were not just more than two per cent, and they did not achieve lasting status in their learning process. These goals were eliminated as soon as I left the room.
While curriculum is an important part of educational planning, it is not enough to make a real curriculum, but to manage the curriculum at grassroots level and to achieve the goals, the planning of human resources or productive resources can be successful.
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