Characteristics of the new curriculum

Characteristics of the new curriculum

Characteristics of the new curriculum the curriculum defines what students need to know and can do, how they engage with content, their learning, how it is measured (assessment), and how the education system is organized (context). All these elements are addressed to the curriculum development process of a country, region, or school.
Mission. I think that education in Albania should aim to improve personal lives, promote the country’s economic development, maintain social cohesion, and serve Albania’s integration in the European Union. Education must develop in students a positive attitude towards themselves, others, and society. Educating values ​​in such a context is the primary goal of the new approach. Education should support student development as independent and flexible, aware, responsible, open, and realized.

From the perspective of innovation in education, finally, school education’s content should be conceived as an integrated cultural and pedagogical model, reflected by students’ real potential, age, and value system. Educational content should support students in structuring their knowledge of nature, people, society, fostering their relationships, understanding of themselves and the world. The educational content should be chosen by the national and international context of social development.

Having a curricular philosophy means building a set of components around students’ needs and the most appropriate ways to systematically and productively meet these needs. A “curricular philosophy” should not be perceived as a rigid dogma; moreover, it is like an open architecture of educational perspectives that have been proven through practice and that are flexible at different times to adjustments and improvements with a dynamic curricular project art.
“Curricular philosophy” also includes professional and political social dialogue. We want to call “truth” or “right decision” to be manifested through productive dialogue.

Principles of learning in the curriculum

Children fail in school, not because of curriculum content. They can always master a teaching material when the methods and directions given to it their learning are applicable. The curriculum that is starting to be implemented in our country is based on the philosophies of education that consider the following principles:
– the integrated nature of the curriculum
– the importance of the environment that supports learning
– the volume of the activity and discovery methods
– the importance of assessing individual changes
– full and harmonious development of the child.

Curriculum review and revision should support the child’s vision and the learning process closely linked to and develop these principles. The principles of the full and harmonious development of the child by calculating individual differences are being redefined in
broader concepts such as:
– the importance of valuing each child as a unique being;
– ensuring the development of the full potential of the child

The revised curriculum outlines three pedagogical principles related to the activity and discovery methods, integrated curriculum, and learning support environment. Those are met if in the learning process:
– The child’s sense of wonder and natural curiosity is the primary motivating factor in learning;
– Social and emotional dimensions are essential elements of education;
– Learning includes guided activity and methods;
Language is also central to the learning process;
– The child is an active being during the learning process;
– The existing experience and knowledge of the child form the basis of learning;
– The child’s current environment provides the context for learning;
– The child can benefit from the aesthetic dimension of education;
– Learning is developmental;

Learning can be described as an experience that contributes to the development of the child. It is a process that begins before birth and reflects the baby’s experience and interaction with his / her environment. The rate of progress is faster during the early years, and by the time the child comes to school, he or she acquires a complex of knowledge,
concepts, skills, and values.

Learning theories

The concept of learning theory involves a lasting change in the person learning. Change may not be intended or predictable, for better or for worse. To classify how learning this change can be brought about through experience, from the person’s interaction with his environment. With these two concepts, growth and knowledge, we can formulate the definition of learning. Learning is a change in a person that comes as a result of experience. From this definition arises the question “a change in which aspect of a person’s behavior. According to how they have answered this question, two groups have traditionally been outlined: Behaviorist of cognition.

From the Behaviorist point of view, learning is a behavior change in which a person acts in a particular situation. Indeed, many behaviorists have refused to discuss concepts of thinking or emotions, while thoughts and feelings cannot be directly observed.

Today the most representative type of Behaviorist remains duskiness. Learning is a significant change in a person, forming new connections or the potential for further reactions. Education is thus a lasting change in a person’s abilities. The definition acknowledges that learning is a process that occurs within a person (cognitive point of view) but also emphasizes the importance of changes in observable behavior as an indication that learning has occurred (behavioral point of view). Again, this definition may not be acceptable to psychologists who still hold extreme behavioral or cognitive learning views. Whatever it is, this is a reasonable definition that allows us to proceed further with the extended treatment of both learning directions.

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