（2）“Broad-sensedcurriculum”—broad-sensedcurrideag。Theeafieag”exclusivelytoinstru，toinstruthatisbasedongivenandready-madeteagmaterialsandthatstressesteagskillsandteiques。Inthiscase，curriculumassumesabroadsense，meaningalmostthesameas“edu”。Heheideaofbroad-sensedcurrideaderthiscept，wemayhavesuchviewsas“curriculumbeforetead“currigteadsutwas“curridteag”ratherthan“teadcurriculum”。Teagisregardedasitemsdefihecurriculum。Mattersofteagarelaiddowninthecurridputintoalywhencurriculumisbeied。
&viewsosofteadcurriculumco-exist，anditishardtoexpesensusiure。Sothestablerelatioeadcurriculumwillue。Thetroversiesnihenotionofacurrithetwehthegbroadeablerelatioweeion，teadmaterials（orbetweeofedudthatofteag）hasbeeocethesemantigoftheceptsofteadcurriculumissubjege，therelatioeadcurriculumisunstable，ahehetofbasicedudn＆leartoge。
5。Thenamiandactivityofbasicedu
Therearefourtypesofnaming，i。e。namihetermsorcepts，edu，teadcurriculum。Suchrespeamesasstandard，guideline，syllabusandprogrammaybeadopted。Thestrengthsahenameswillbedisthefollowing。
5。1Differeandard，syllabus，guidelineandprogram
Thehedactivityofbasicedushouldbeauthoritativeaebecausetheyareiheirimplementationinprimaryandsedaryschools。Ifthesetwocharacteristiotbeliterallyreized，theyshouldbedevelopedonthebasisofthesusahepeoplewhousethem。Theterm，standard，hasthesehority，whileguidelineandsyllabusgiveustheimpressionofbeiisplicated，theterm，program，maybeused。Astothelegitimabegenerallyuhatan“Act”ismadethroughlegislation，andan“admiion”isissuedaedbyotheradministrativeagesandadmiioheirownformatsaaiwan，termssuchasasyllabusandaprogramareouseinadministrativeordiotbetoacurriculumsyllabusoracurri。Thisisareasonwhycurridardsweregedtuidaaiwaniryhasitslawsystemandhistoricaltradition，sopeopleotusethesewill。
5。2es
Itbedisowadaysthatwheandactivityaretobedefiwoeareas，i。e。thebroad-sehenarrow-seioedabove:eduofoortheoveralldactivityofschooledu。Whehenamingoftheseareas，sometimesdifferentnamesbeusedfordistines，thesamenameisused。InMainlanda，differentnamesareusuallyusedfordistin，whileinTaiwancurridardswereusedifortheoverallceptofedud“××SubjectCurridards”wasusedfordifferes。tlyoneoverallnameisused。IntheUSA，differeshavetheirownstandards，buttheyarequitedifferentasfarasthetised。Thestandardseographylaystressoiomatter，whilesceedustandardsincludesstru，professioofsceteachers，evaluationofsceedu，steiramsandthesceedu。Standardsofsceedudoesnotuse“curriculum”asitsuchastoinpussceedu。
5。3Namingwiththewordcurriculum
Whenanameisgivenwiththewordcurriculum，itoftenappearsasnameslikecurridards，curriculumguidelinesandsyllabusesintheesemainland，HongKongandTaiwaagesanddisadvahiskindofnamingareasfollows。
（1）Advantages
（a）Ithasagreatmanyadvothecurriculumacademia。（b）Italsomeansthatthereisoantareaofresearthecurriculumacademia。（c）Thecurriculumtheoriesfunasadirectguidelineforbasicedu。（d）Theresultsofthedisofdozensofyears'researcurriculumdevelopmentberapidlytransferred。（e）Ifthetermcurriculumwhichwasusedi（e。g。curridardwasuseinTaiwan）istuidelishistoriuitywillbeobserved。
（2）Disadvantages
（a）Teachers，parentsandthepubliedtousethenarrow-sensedcurriculum。Withthenarrow-sensedcurriyspesdoocurriculum，e。g。therequiremeeadtheoperationoftheschool，propriatetobeinacurriculum。（b）Siishcurriculum，moreattentionispaidtothenarrow-sensedcurrisequently，otherrelevantissueswillbeigwillbehardtohaveanoverallsideratiohemasheplementationofthecurriotbetakenintosideration，thecurridstogetseparatefromitsimplementation。（c）Ifthespesinthenarrow-sensedcurriculumappearasindexesofaimsandabilities，itismostlikelythatpeoplethemselvesonlywiththeresultstobeachieved，butverylittlewiththestatementoftheprocessoftheat。Itmayalsofusioerspiletextbooksandteadlearnersductactivitiesinteadlearning。（d）Advocatesofthebroad-sensedcurriculummaythinkthatitisdreasonableforcurriculumtobeusedwhennaming。Ihedactivityofbasiceduarespedplaheprocessofteag，itdefinitelybeesanarrow-sensedcurriculum。Therefore，thebroad-sensedcurriotbeotivationofnamingwithcurritheamingwithcurriculumcastsdoubttotherelevahebroad-sensedcurriculum。
Poscurriningents:aim，orphilosophyofedutent，characteristicsets，activity，materials，theprincipleofsequeheteacher'spradattitude，evaluation，admiors（ingthestructure，equipmentandfinanceofasdotherpartslatthuesthatagoodcurriculumshouldthefollowiorstyle，therelationshipwithotherresourgotherordisaiohefoajorrequiremeargets（thepositionofeachgrade），a（inacewiththediversityaioy）。Afterastudyoftheseargumehatmaioheseedtobeincludedwhencurriculumisusedasaname。
5。4Namingwiththe>
Mainlandausedtoadoptsuamesasteasandsyllabuses。Theadvantagesanddisadvahiskindofnamingareasfollows。
（1）Advantages
（a）Ithasagreatmanyadvotheteagacademia。Italsomeansthatthereisoantareaofreseartheteagacademia。（b）Teagtheoryfunsasadirectguidelineforbasicedu。Peopleareledtosiderthequalityofbasitheperspectiveofteadlearniedtrangeisenlarged，andmanythioteadlearningareindshouldbeiheybeethecoreofthestipulatedtsothatattentionispaidnotoofteag，butalsototheprocessofteadtheneeds。Inthisleareeakeanoverallperspetheymakeaplanandcarefullysidereverythieadlearning。（d）Namingwithteapelspeopletothinkprehemattersgteadlearningsothatthingsmaybemadeeasierwhenteagisactuallydudlessattentionispaidtothenarrow-sensedcurriculum。（e）Namingwithteasrelevanttoteadlearningaheeseexpressiohoughtoftheese-speakingunity。“jiaoxue”（teag）meansbothteadlearning。（f）Ifteagwasusedi（e。g。teaandsyllabusintheMainlanda），itisadvisabletoeaaintainakindofhistoricaltradition。
（2）Disadvantages
（a）ThosettheAmeribroad-sensedcurriculummayfeelthepressureandtroubleingtheheyareiionofnamingwithteadotherpeopleattempttokeepthistradition。（b）Theacademiccircleisusedtotheterm“curridteadthemeaningofteaghasbeennarrowed。Ifsomescholarsthinkthatthemeaningofteagshouldnotbesonarrowedandinsistoeadisputesmayotheacademicfield。（c）Ifpeoplehastilyadopteaddonotgiveprehensivesideratiotersgteadlearning，manyproblemswillimplementation，justlikethecasewithnamingwithcurriculum。Furthermore，theoreticallyspeaking，namingwithteagwillihingsthatnamingwithcurriamingwithteagmayaswellmissthosethatnamingwithcurriculummissed。
5。5Namingwiththe>
Mainlanda，theUes，EnglandandGermaypicalingwiththewordedu，e。g。edustaionplaioagesanddisadvahismethodareasfollows。
（1）Advantages
（a）Thiswayofnamingissupportedbythemajorityofpeopleiionalcircle。（b）Edualtheoryfunsasadirectguidelineforbasicedu。（geofthetisexpanded，aioersaretobeiresswillnotbelaidoofteag，butalsoonvariousaspectsofschooledu。Thuspeopleareeakeanoverallperspetheyplanthings，andsuccesswillbeensuredduriion。（d）Namiioothetermschooledudavoidsdisputesonteadcurriculumregardingtheircepts，theoriesandpointsofview。
Forexample，SchulatioeQingDyeag，learningandthesaswellassubjects，hoursaheEduAct1988ofBritaiassedtoreformedu。Thewholeasistsoffourpartsplussomeschedules。Thefirstpartihereformofprimaryandsedaryschools，fallingiers。Thefirstposedof25articles，discussesthecurriculum，whicludesthepreface（provisionsofvariousresponsibilities），principalprovisions（inggesofthenatios，stages，therespoingnatioerventioninschoolaffairsbypeopleoffcampus），religiousedu，dutiesfeeds，theadvisoryitteeiousedu，curridevaluatioicularsituations，additionaldsooersdealwiththeoperatiionalsanresource，etc。Asforthedetailedspesofthenationalcoursesofvarioussubjects，thereubliotherihe2004fualeduofBadeWurtemberg，Germany。Thisprogramsistsofpreface，theguideliheprogram（ingthegoals，methodsofteadseasures）aandardsforvarioussubjects（subdividedintotlanationofthegoalsahodsofteadthetargetatasofGradeTwoandGradeFour）。
（2）Disadvantages
5。6he>
TheleaningguidelinesissuedbyJapanareaspecificexampleofnamiheadvantagesanddisadvahiskindofnamingareasfollows。
（1）Advantages