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Curriculum by Mind Map: Curriculum

1. Curriculum and Development (CD)

1.1. Characteristics CD

1.2. Process of CD

1.3. Major Task in CD

1.4. Effective CD

1.5. Basic Principles of CD

1.6. Elements of CD

1.7. Basic Questions in CD

2. Foundation of Curriculum

2.1. Philosophical

2.1.1. Philosophy and curriculum

2.1.2. Philosophical categories

2.1.3. Ontology

2.1.4. Epistemology

2.1.5. Axiology

2.2. Psychological

2.2.1. Psychology in CD

2.2.2. Psychological sources

2.2.2.1. Educational Objectives

2.2.2.2. Student characteristics

2.2.2.3. Learning methods

2.2.2.4. Teaching methods

2.2.2.5. Evaluation Procedure

2.2.2.6. Human growth and development

2.3. Socialogical

2.3.1. Definition and etymology

2.3.2. Role in CD

2.3.3. Curriculum for modernizing the society

2.3.3.1. Culture

2.3.3.2. Society and culture

2.3.3.3. Complexity of the concept "culture"

2.3.3.4. The structure of culture

2.3.4. Value based curriculum

2.3.5. Influences of society and culture on C

2.3.6. Culturally induced bias and the curriculum

3. Situational Analysis and Learning Intent

3.1. Situational Analysis

3.1.1. Need assessment

3.1.2. Phases of needs assessment

3.1.3. Conducting situational analysis

3.1.4. Situational analysis procedure

3.1.5. Recommendation from a Situational Analysis

3.1.6. Situational Analysis links

3.1.7. New Topic

3.2. Formulation of Curricular Objectives

3.2.1. The nature of aims

3.2.2. the nature of goals

3.2.3. The nature of Behavioural Objectives

3.2.4. Taxonomies of Educational Objectives

3.2.5. Writing Behavioral Objectives

4. Curriculum Content and Learning Experiences (CC & LE)

4.1. Selection and Organization of Content

4.1.1. Levels of content and their functions

4.1.2. The principles selection of Curriculum content

4.1.3. Criteria for content selection

4.1.4. Procedure of Content selection

4.1.5. Romine's classification of Procedures

4.1.6. Principles of Curriculum Organization

4.2. Selection of Teaching Strategies

4.2.1. Teaching and learning strategies

4.2.1.1. Interactive Teaching

4.2.1.2. Expository Teaching

4.2.1.3. Small-group Teaching / Discussion

4.2.1.4. Inquiry Teaching / Problem solving

4.2.1.5. Individualization

4.2.1.6. Models of reality

4.2.2. Other teaching-learning strategies

4.2.3. Criteria for Selecting learning activities

5. Curriculum Evaluation (CE)

5.1. The Nature & Models of CE

5.1.1. The aims of CE

5.1.2. Educational goals and curriculum objectives

5.1.3. Curriculum models

5.2. Designing Evaluation Studies

5.2.1. Steps in E process

5.2.2. Methods of CE

5.2.3. Problems of Research Design in CE

5.2.4. Course Improvement through E

6. Curriculum Application and Change

6.1. Problems and Issues of CD

6.1.1. Political realities

6.1.2. Role of the Teacher

6.1.3. Leadership of the Profession

6.1.4. Consultants

6.1.5. Science and technology

6.1.6. Others

6.2. Implementation & Modification of C

6.3. Monitoring & Evaluation of C

6.4. Dynamics of CC

6.5. CC Process

6.5.1. Need

6.5.2. Adoption

6.5.3. Implementation

6.5.4. Institutionalization

7. Introducing Curriculum

7.1. Nature of Curriculum

7.1.1. Definition

7.1.2. Etymology & History

7.1.3. Components

7.1.4. Need and Scope

7.1.5. Characteristics

7.2. Curriculum Design (CS)

7.2.1. Concept of CS

7.2.1.1. Categories of CD

7.2.1.2. The functions of a Conceptual Framework for CD

7.2.2. Critical Problem of CS

7.2.2.1. General Vs Special Education Design

7.2.2.2. Maintaining relationship among curriculum components

7.2.2.3. Problems and scope of sequence

7.2.2.4. Identification of organizing centers

7.2.2.5. The problem of balance

7.2.2.6. Criteria for a desirable curriculum

7.2.2.7. Selecting a format

7.2.3. Major Pattern of CS