Contextualized Curriculum - Curriculum and Instructional Design

Author: (USA) Leigh Chiarelott
Translator: Yang Mingquan
United States / USA
Publisher:
Publish Date: 2007-01-01
Features: This book systematically and comprehensively elaborates on the basic concepts and principles of Contextualized Teaching and Learning (CTL), introduces methods for designing CTL courses and teaching, and provides multiple examples for reference. The book has a clear structure and easy-to-understand language, serving as a guide for teachers to conduct contextualized curriculum and teaching design. It also holds significant reference value for educational researchers. This book is intended as a guide for teachers, curriculum designers, and educators who teach course and teaching design to undergraduates and graduates. Therefore, it is written in a user-friendly manner and can be applied to classroom settings in preschool, kindergarten to 12th grade, as well as post-secondary education. Structurally, the book is divided into two parts. Part I is titled "Designing Curriculum for Contextualized Teaching and Learning," and Part II is titled "Designing Instruction for Contextualized Teaching and Learning." Part I focuses on theoretical issues related to CTL, fundamental orientations in curriculum development, the process and models of curriculum design, the application of concept maps, the theory of curriculum knowledge, curriculum evaluation, and major models of CTL. Part II primarily discusses the design of teaching units, basic learning models, the definition of learning outcomes, teaching sequences, and the creation of learning environments. In the book's appendix, the author also provides examples of curriculum and teaching design, which can help readers better understand the theoretical issues of contextualized curriculum and teaching design. From the specific content of these two parts, the book addresses some fundamental issues in the field of curriculum and teaching from new perspectives and conducts in-depth exploration of these issues. For our current curriculum and teaching research, it should hold significant reference value.