OntheNamingofCurridards02
（c）Thebroad-sensedcurriculum。Atthebeginniheripeopleweredissatisfiedwiththeschoolsubjects，subjectedudsubjectcurridtheytlydefihecurriculumasthetotal（real）experieudentsobtaiheguidahesceptsofcurriculumhavebeenbroadened。
（d）Twotroversialpointsfromthebroad-seofcurriculum。Thebroad-seofcurriculumbegahe1930s，utearoseiioheUes。Theirdisputeteredaroundtwopoints:valueahevaluedisputereferstosuchadisputeastheooDeweywhensomescholarscriticizedhimforhismetaphorofeduwithgrowththatcouldspreadinawrohusthebroad-seofcurriculumhasbeesinofivelearudentsgotoschooltolearhinggood，hingbad。b）Thecoursedisputewasbroughtaboutbytheviewofedudphilosophythatemphasizedadthecourseofexperience。Curritaioofteag，butalsoadmethods。Theceptofcurriculumwasbroadeoiyahodsofteag。Thesfavorofthisbroadeofcurriculumwouldbelievethatitrogressiveandanyproblemscausedbythenarrow-sensedcurriculum。Thoseinfavorofthenarrow-seofcurriculumwouldtakeitas“offside”aion”。
&hediffereweenthecurriculumadthepublicethe1930s，curriculumhasbeeheAmericurriculumacademiaastheresultofreallearningexperiendschool。Scholarsttheviewressiveedu，opeion，hiddencurridreceptualism，aicalofsubjectcurricula，arealliowelethebroad-seofcurriculum。Theystressthemeaningof“currere”asaverbahemeaningof“curriculum”asanourary，peopletTyler'snotionandthepubifavorofthenarrow-seofcurriculum。Thedifferewoareshowninthefollo>
Table2parisohebroad-sensedandnarrow-sensedcurricula
Thedifferenddisputesoioioweenlearion，teadcurriculumreflectdiffereheuandingofthemeaningahefourterms。Itisnaturalthatpeoplehavedifferesomeunnecessarydisputesesbeelimireeifattemptismadetoclarifytheterms。Duetothelasensusonthemeaning，edu，teadcurriculum，alotofdifferenttermsahetermsocce，therehasbeeheissueofnaming。
4。Theplexrelatioeadcurricula
4。1Thediffereoteadho>
&estotheclarifiecoreissuesiion，ithasbeenalongtraditiowoquestions:whattoteadhowtoteach。Thetwoquestionsareofdifferecloselyected。Whattoteavolvestextbooks（erialthingsandteagaids），andhowtoteachisassociatedwithteagmethods。InthebeginnihchapterofDewey'sDemodEdu，itoihatteagmaterialsandteagmethrated。Therefore，thetwootbeioeachother。Ifteagmaterialsandteagmethodsdrespectivelytocurridteaingeneralcurridteagarecloselyrelated。Theiriionbeshowninthefollowing。Whattoteach-＞Edualt-＞Teagmaterials-＞Curriculum
Howtoteach-＞Edualapproaches-＞Teagmethods-＞TeagFigure1Theindepeeraofcurridteag
4。2Disofwhattoteachbeforeho>
Inmaoteasideredpriortothedisofhowtoteach。Therearefourpossiblereasoendtothinkthatitistherighthttodecidewhattoteachbeforethedisofhowtoteat。（2）areshislessons，hesheismorelikelytofocusfirstonwhattoteadthenonthedingactivitiesoftheteadstudents。（3）Ihe19thtury，whentheprimaryandsedaryswasestablished，thefodwereoofedudwhatsubjectstobetaught，ratherthanonhowtoteach。（4）Teaprimaryandsedaryschoolsareofteheteaaeagmaterialsaheybegihisisthereasonwhy“teagmaterialsahod”isaiion，not“teagmethodandmaterials”。Whenwhattoteachisdiscussedbeforehowtoteaceptofteagmethodisnarroladteagmaterials。Agly，itisrationaltosiderthecurriculumbeforetheteagitself。Therelatiohecurridteagisillustratedasfollows:
Firsttoreflewhattoteaho>
Firsttorefletheteagmaterials-＞theeag
Firsttoreflethecurriculum-＞theioherelatioweencurridinstru
4。3Abroadceptofcurriculumshouldieagmethod
&henarrow-seofcurriculumwasuicism，abroad-seofcurriculumed。Thecurrioloofedudwhattoteach。Thebroad-sensedcurriculumdealswithnotonlywhattoteach，butalsohowtoteach。Therefore，currisistsofboththedmethodofedu。Withfurthersideration，wemayfindthatthebroad-sensedcurriculumhasalreadyieagorinstru。tly，thebroad-sehenarrow-sensedcurriculaco-exist，andnosushasbeeherelatiohetwotypesofcurridteagisshowninthefollowingfigure。
Whattoteaarrow-sensedcurriculum）-＞Teagmaterials-＞Howtoteach-＞Curriculumbeforeteag
&ionalactivity（broad-sensedcurriculum）-＞Whattoteadhowtoteach-＞Teagmaterialsandteagmethod-＞Currigteag
Prodresultsofedu（broad-sensedcurriculum）-＞Expansiosuion-＞Currigteadmorebeyoion
Figure3Relatiohebroad-sehenarrow-sensedcurridteag
4。4theUesgthesequeioweencurridteag
&hturywitnessedseveralimportaheUes，whitributedtosequentialandiionshipofcurridteag。
&ablishmentofspecializeddepartments。In1938，TeachersbiaUuptheDepartmentofCurridTeag，whichwasthefirstdepartmentnamedasCurriculum＆TeatheUes。Thetwoacademicresearchfieldsofcurridteaghavesinmadeseparatefromtheoverallresearchofeduinistratioion。Curridteagdepartments，institutesadegreecantoappearinaningmanner。InEnglish，however，“curridinstruorepopularthan“curridteag”。Theuseofthesenameshashelpedpeopletogetfamiliarizedtedterm“curridinstru”。
（2）Importantacademiographs。AftercurridinstrueaseparateareseariialbookentitledBasiciplesofCurridInstrubyRTyler，ublishedin1949bytheUyofChicago。ThisbookedoutoftheTyler'sleotes。Fouressespertiheresearchofcurriculaweredisthebook。Asfarastherelatioweencurridteagised，fourpoihnotighere。（a）Instruratherthanteagwasusedile。（b）Thetitleenhancedpopularityoftheterm“curridinstru”。（c）Thebookusedthearrow-sensedcurriculum，i。e。thelearningprogram。Furthermore，thecurriculumwasdesigiardinginstruplementationofacurriculum。（d）Thereisnotmuchdisinstru，butthefourthmajoraspectofevaluationincurriculumthewasdoru，asifinstrubeddediofthecurriculum。
（3）Taxonomyofthebehaviorobje1956，Bloomputforwardthetaxoioivesfnitivedomain，advaheoryofbehaviorobjectives。Theterm“behaviorobjective”wasinallyusedincurriculumdevelopment。Inthe1960s，wheeredalotofcriticism，itwaslessusedinthefieldofcurriculum。However，ithasbeenpningteagobjectivesreparetheirteag。Therearefewerspecifiedbehaviorobjecurriculum，butmoreinteathisicurriculumisasuperordiakespri。
4。5Thestablerelatioeadacurriculum
Obviously，thestablerelatioeadacurriculumisbasedoioeadcurriceptortheseeadcurriculumhasged，thestablerelationshipmaygeagly。Thereareusuallytwoontypesofrelatioeadacurriculum。
（1）“Broad-seeag”—broad-seeadanarrow-sensedcurriculum。Theceptofteagisalikewith，closeto，ahthatofedu。Teagisregardedasbroad-sehemeaningofteagiscloseorequaltothatofedudwhencurriculumappearsasanarrow-sehenwedevelopthetermof“teagbeforecurrid“teagcurriculum”，alsotheideaof“teadcurristeadof“curridteaderthiscept，curriculumisthetofteadshouldbedealtwithintheprocessofteaaybesaidthatteaglaysouttheteatentsahusteagispriortocurriculum。Itisespeciallytheteagisdefiheprocessof“teadlearead“learning”areiofeachother，orwhencurriculumisdefieagmaterial，t，subje。Theseviewsbelongtotheideaofnarrow-sensedcurridbroad-seeag。