Shirley S. Y. Yeung
- Published in print:
- 2012
- Published Online:
- May 2013
- ISBN:
- 9789888139026
- eISBN:
- 9789888180240
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888139026.003.0004
- Subject:
- Education, Educational Policy and Politics
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 ...
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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.Less
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.
