Curriculum Design Methods Research Articles

Developing Physical Education Curricula Within the Framework of Digital Transformation to Achieve Sustainable Development

The importance of the study is due to improving the quality of learning and enhancing interaction and participation in the educational process. Achieving personalized and effective learning in the field of physical education. Enhancing self-learning and enabling students to better discover and develop their mathematical skills. The study aims: The goal of developing physical education curricula in the era of “artificial intelligence” is to improve the learning process and enhance students’ sports performance. Analysis of individual performance through the use of advanced technology and artificial intelligence. Study methodology: The researcher used the descriptive survey method and the experimental method due to its suitability to the nature of the study. Study design: The study was designed by collecting data through questionnaires in a way that allows for the collection of appropriate data to test the hypothesis. Data collection methods: Through interviews, questionnaires are distributed to specialists in developing curricula and methods of teaching physical education to most physical education teachers and in the Department of Curricula and Methods of Teaching Physical Education and in Arab and foreign countries. Their number is (80) experts in curricula and methods of teaching physical education. Communication was made via Academic communication sites ((Research Gate - Academy Gate - Google Scholar - sci space ai) The conclusions were that there were statistically significant differences between the means in favor of the experimental group. The effect size values were high, which indicates a significant positive impact of the smart system in improving the scientific and methodological nature of physical education. This indicates the effectiveness of using smart teaching systems in teaching physical education. It can be concluded that the effectiveness of using modern curriculum design methods in improving the curriculum design skills of students of the College of Physical Education. There is a need to develop similar training programs to develop the curriculum design skills of teachers and curriculum designers. The recommendations were: Adopting smart teaching systems and multimedia in teaching physical education courses due to their effectiveness Developing training programs to develop curriculum design skills among teachers and curriculum designers in physical education colleges. Reducing the number of students in classes and training teachers on an ongoing basis. Involving faculty members in developing physical education curricula and training teaching assistants. Paying attention to the continuous professional development of physical education teachers. Conducting further studies to measure the effectiveness of other strategies in improving the quality of teaching physical education courses

Inspiration for Crafting Teaching Program for Chinese Vocational Colleges: Insights from BTEC Curriculum Outline

The curriculum outline developed by the Business and Technical Education Commission (BTEC) in the UK outlines the basic professional requirements of employers, educational institutions, and teachers for industry technological progress and learner development, covering the learning outcomes and corresponding evaluation criteria that learners need to achieve. This learner centered curriculum design method has important implications and practical guidance for the development of teaching outlines in vocational colleges in China.

The Analysis of Curriculum Approaches in Foreign Language in Indonesia

Foreign language education in Indonesia is evolving with the progress of globalization and increasing exchanges between countries. One of the key aspects of foreign language teaching is the curriculum approach used in the learning process. The purpose of this article is to analyze the curriculum approach used in foreign language teaching in Indonesia. This approach encompasses a variety of curriculum design methods and strategies and focuses on key aspects of foreign language learning. The purpose of this article is to examine curricular approaches to foreign language teaching in Indonesia. This type of research is qualitative research (qualitative research). Qualitative research seeks to understand and interpret the meaning of events in specific situations from the researcher's unique perspective. Qualitative research is a research-based process for understanding the problems of understanding and interpreting texts and creating big pictures from words in a scientific setting. The data collection method used in this study is a data collection method using the library search method. The results of this study demonstrate that this approach has been used as a perspective for curriculum development. Each institution takes a different approach depending on the educational goals they are trying to achieve.

WTP6.3 Evolution of a Five-Year, Multi-Specialty Surgical Course for Foundation Doctors Transitioning into Surgical Training: An Educational Paradigm

Abstract Background The Essential Surgical Skills Course (ESSC) is a multi-specialty surgical stimulation embedded course that has been run successfully for five years, acting as an educational paradigm for bridging the gap between two levels of training. This report aims to describe the evolving process of designing and delivering a successful ‘hands-on’ course and assess its validity through trainee feedback. Methods The face validity of the course was assessed through the cumulative (free-text and quantitative) five-year feedback from trainees. The design and process of content adjustment according to feedback is described in detail to allow for easy replication by other educators. Results Face validity of the different sessions of the course ranged from 8.17-9.42 out of 10. Feedback driven changes to the curriculum with positive reception. Key themes identified as beneficial including teaching style, course structure and responsiveness. Conclusion The ESSC has demonstrated good face validity and was well received by trainees. The key factors contributing to the success of the course include the structured method of curriculum design, outstanding teaching delivery methods, the availability of appropriate faculty and infrastructure and the willingness to learn from trainee feedback and adjust the content of the course accordingly. It acts as a paradigm for courses aimed to prepare surgical trainees for a ‘step-up’ in their careers.

Five-Year results of a multi-specialty induction course for surgical training.

The Essential Surgical Skills Course (ESSC) is a multi-specialty induction "boot camp" style course that has been run successfully for five years. The aim of the current paper is to create an accurate guide for the replication of the course by other teams and assess the course's fitness for purpose, through the survey feedback provided by trainees. The course's fitness for purpose was assessed through cumulative five-year survey feedback from trainees. This observational study describes the design and process of content adjustment according to feedback. The course its five-year span offered twelve different procedural skills in four different specialties. Feedback for each session was persistently >8/10. Key themes identified as beneficial include teacher-to-trainee ratio (often 1:1), teaching style, course structure and responsiveness. The ESSC was found to be fit for purpose for the induction of trainees into surgical training. The key factors contributing to the success of the course include the structured method of curriculum design, outstanding teaching delivery methods, teacher-to-trainee ratio, the availability of appropriate faculty and infrastructure and the willingness to learn from trainee feedback and adjust the content of the course accordingly. It acts as a paradigm for courses aimed to prepare surgical trainees for a "step-up" in their careers.

음악과 교육과정의 음악 요소 관련 쟁점과 향후 연구 방향 탐색

Contents related to music element of music curriculum have been continuously included in various contents and methods from the 1st music curriculum to the present, and the need for research for consistent presentation has been steadily raised. However, there is a lack of in-depth research on the meaning and significance of music element that should be identified first for consistent presentation. Therefore, this study suggested the direction of future research related to music element of music curriculum by analyzing the issues that emerged in the process of changing music element and exploring the meaning and significance of music element. The results of the study are as follows. First, four issues related to music element were derived: independent/integrated presentation, hierarchy, establishment of classification standards, and specification. And conflicting opinions on each issue were raised, indicating the need for continuous discussion. Second, it was suggested that music element, music concept, and music subject concept should be distinguished through the exploration of the meaning of music element and concept, and the significance of music element in music subject can be revealed only when these concepts are clearly defined. Based on these research results, a study on the setting of music elements that can be included in music curriculum, a study on the method of presenting music elements, a study on the structure of the music subject, and a study on the curriculum design method reflecting the characteristics of the music subject suggested the need to be performed.

Research on Curriculum Design Method of Teaching Resource Library based on Deep Learning Technology

In order to improve the ideological understanding of computer majors and establish a correct world outlook, outlook on life and values, the ideological and political goals of computer majors are designed; (1) A new deep learning face recognition algorithm is proposed. Aiming at the limitations of many current methods of artificially designing image description features, this algorithm proposes an unsupervised big data-driven deep image feature learning and representation mechanism. (2) A new idea of single-target tracking algorithm DPL is proposed. Single target tracking is a hot research topic in the field of computer anxiety. Our proposed DPL algorithm is still very competitive with the best algorithms in the field of object tracking. Several key technology research and model design schemes for computer major courses are proposed, which enriches the relevant research content of deep learning in the field of computer vision, and has certain theoretical and practical significance.

Teacher Becoming Curriculum Designer: Professional Teaching and Learning in China's Early Childhood Education.

The Curriculum Design Coherence Model (CDC Model) was created as a universal curriculum design method to connect disciplinary knowledge to teachers’ expertise in a bid to promote professional teaching and learning. However, research into how the CDC Model has been adopted and localized in the Chinese educational context is scarce. This article focuses on the application and impact of the CDC Model on the resulting teaching practices in China’s Early Childhood Education (ECE) settings. The data collected through a focus group discussion with 21 teachers from a model kindergarten at the municipal level in China reveals that the CDC Model has increased the teachers’ professionalism by promoting their curriculum initiative, forging curriculum knowledge orientation, strengthening the conceptual structure within the kindergarten-developed curriculum, and enhancing the coordination between the curricula of the different courses offered by the kindergarten. This positive influence has also helped the teachers bridge their disagreement on curriculum content and pedagogy and overcome some difficulties in using the CDC Model. The study has implications for revitalizing the value of disciplinary knowledge and for viewing ECE teachers as active professional agents in ECE curriculum design and teaching.

Development of an Abbreviated Longitudinal Approach for Medical Student Learning in Perioperative Medicine: Teaching the Perioperative Surgical Home.

Leaders in anesthesiology are promoting increased involvement of anesthesiologists in perioperative medicine (POM). Academic leaders are calling for a corresponding increase in resident and medical student education in this evolving medical discipline. Formalized POM programs are new to most academic anesthesiology programs, and very little has been written about development of these programs for anesthesiology residents or medical students. We describe the creation of a longitudinal medical student clerkship in POM using established curriculum design methods with minimal capital resources. This is a descriptive account of the process of clerkship design. It includes a qualitative analysis of participants' satisfaction with the novel clerkship. Design and implementation of a new, advanced medical student clerkship in POM using no additional capital resources was successful. Medical students indicated appreciation for the unique longitudinal design. Students also demonstrated understanding of the expanding role of anesthesiology in perioperative care of patients, a primary goal of the educational process. The principles of the American Society of Anesthesiology's Perioperative Surgical Home can be taught systematically and successfully to advanced medical students with little additional expenditure of departmental resources.

Evaluation of Teachers’ involvement in English curriculum design and development in the Saudi Public School

Involving English teachers in designing and developing curriculum leads to producing effective curriculum, therefore, efficient learning process of English. This exploratory study evaluated the English teachers’ involvement in designing curriculum in Saudi public schools. Also, it investigates how English teachers’ absence of the process of curriculum design impacts them and their learners. Then the study suggests the collaborative curriculum design method as an alternative. The sample consists of seven teachers and two supervisors. The data were collected and analyzed through qualitative research methods. The findings show that English teachers’ participation is restricted to evaluating the curriculum after implementing it. This narrow role limits the creativity and productivity of English teachers and their students

Construction of modular teaching system of human resource management specialty

With the development of economy, society and science and technology, the disadvantages of the traditional “subject based” curriculum system construction mode are increasingly apparent. Graduates go to the society, what they learn is not what they use. There is a phenomenon that education and employment deviate from each other. Even if they have a job, they have to learn again, which requires a longer adaptation period. According to the skills and abilities that human resource management (HRM) students may enter into after graduation, a targeted modular teaching system is constructed. The modular teaching system can carry out customized learning in advance according to the students’ work goals, and grasp the required employability in advance. At the same time, the reform of the system also enriches the teaching methods of teachers. Through the questionnaire and experimental test, this paper finds that: modular teaching breaks the traditional curriculum design method under the framework of the discipline theoretical system, aims to cultivate students’ professional ability, improve their adaptability to the job, and further enhance their practical employability. Experimental results: the relationship between the quality characteristics and academic performance of HRM students was verified, and the relationship between them and the influence model of causality were clarified. The results of the two classes are similar in the pre-test; and from the back results, we can see that the scores of the experimental class after the use of modular teaching are significantly improved, while the comparison class is not significantly improved compared with before the experiment, which fully shows that the implementation of modular teaching can help students improve their comprehensive performance. The path coefficient of growth driven to academic performance is 0.428, the path coefficient of learning development to academic performance is 0.122, and interpersonal skills affect academic performance indirectly. It fully verifies the relationship between the quality characteristic model and academic performance, and shows that the quality characteristic model constructed is relatively perfect and can be used as a reference for students’ evaluation.

Constructivist Curriculum for Christian Transformation

This article seeks to present a faith-based constructive approach to curriculum design for Christian formation. It explores the essential components of a curriculum that encourages the transference of knowledge and understanding to promote Christ-like transformation. Based on this information, an inquiry-based curriculum design method based on the Inquiry Design Model (IDM) is developed that balances biblically cohesive constructive principles with the established vision for Christian education.

Modelo conceptual para diseñar un plan curricular auxiliar sostenible en periodos de contingencia para las instituciones públicas de educación superior

El presente trabajo es el resultado del estudio de una herramienta innovadora de diseño curricular para la educación del desarrollo sostenible. El principal objetivo fue crear un instrumento estratégico de gestión para situaciones críticas durante el proceso de enseñanza y aprendizaje. Se analizó el método de diseño curricular de tres instituciones públicas de educación superior, tres postulados internacionales para la educación del desarrollo sostenible, dos teorías de aprendizaje constructivista basado en el andamiaje, una teoría para el diseño de estrategias de aprendizaje, así como referencias acerca de los estilos y modelos de aprendizaje. 
 El estudio se basó en los métodos analítico, sistémico e inductivo, a través de los cuales se obtuvieron datos acerca del contexto de las principales teorías de aprendizaje constructivista, métodos de diseño curricular, postulados acerca de la educación para el desarrollo sostenible, tendencias tecnológicas en la educación, tipos y modelos de aprendizaje, y formas de enseñanza.
 Se observó que ninguno de los métodos utilizados por las tres instituciones públicas de educación superior dispone de un plan de contingencia para situaciones críticas dentro de la estructura del método de diseño curricular, aunque se han implementado acciones para dar solución a los problemas presentados. En cuanto a su estructura, se identificó que el método es diverso, con excepción del modelo curricular, ya que en dos instituciones es sistémico y en una es modular.
 Los temas relacionados con la agenda 2030 para el desarrollo sostenible en el contenido curricular de los programas de estudio favorecen la calidad de la educación. Se sugiere integrar en el método de diseño curricular un plan auxiliar sostenible para la prevención de situaciones críticas y también incorporar temas relacionados con el desarrollo sostenible que sirvan de complemento al contenido programático vigente y que propicie el aprendizaje significativo sostenible para dar respuesta a situaciones críticas derivadas de fenómenos naturales ocasionados por el cambio climático.

A Study on the Curriculum Design Methods through the Comparison of 2015 National Curriculum Achievement Standards and CASEL’s Competencies of Social and Emotional Learning(SEL)

A Study on the Curriculum Design Methods through the Comparison of 2015 National Curriculum Achievement Standards and CASEL’s Competencies of Social and Emotional Learning(SEL)

A framework of smart pedagogy based on the facilitating of high order thinking skills

PurposeThe purpose of this study is to verify the effect of smart pedagogy to facilitate the high order thinking skills of students and to provide the design suggestion of curriculum and intelligent tutoring systems in smart education.Design/methodology/approachA smart pedagogy framework was designed. The quasi-experiment was conducted in a junior high school. The experimental class used the smart pedagogy and smart learning environment. The control class adopted conventional teaching strategies. The math test scores of these two classes were compared to verify the effectiveness of smart pedagogy.FindingsThe smart pedagogy framework contains three sections including the situated learning (S), mastery learning (M), adaptive learning (A), reflective learning (R) and thinking tools (T) (SMART) key elements model, the curriculum design method and detailed teaching strategy. The SMART key elements model integrates the situated learning, mastery learning, adaptive learning, reflective learning and thinking tools to facilitate the high order thinking. The curriculum design method of smart pedagogy combines the first five principles of instruction and the SMART key elements model to design the curriculum. The detailed teaching strategies of smart pedagogy contain kinds of innovative learning methods. The results of the quasi-experiment proved that the learning outcome was significantly promoted by using smart pedagogy.Originality/valueThis research investigates a general framework that can be used to cultivate the high order thinking skills in different subjects and grades was one of the first to introduce high order thinking skills into smart education. The framework of smart pedagogy was innovative and effect in practice.

Development of an in situ simulation-based continuing professional development curriculum in pediatric emergency medicine

BackgroundContinuing professional development (CPD) activities delivered by simulation to independently practicing physicians are becoming increasingly popular. At present, the educational potential of such simulations is limited by the inability to create effective curricula for the CPD audience. In contrast to medical trainees, CPD activities lack pre-defined learning expectations and, instead, emphasize self-directed learning, which may not encompass true learning needs. We hypothesize that we could generate an interprofessional CPD simulation curriculum for practicing pediatric emergency medicine (PEM) physicians in a single-center tertiary care hospital using a deliberative approach combined with Kern’s six-step method of curriculum development.MethodsFrom a comprehensive core list of 94 possible PEM clinical presentations and procedures, we generated an 18-scenario CPD simulation curriculum. We conducted a comprehensive perceived and unperceived needs assessment on topics to include, incorporating opinions of faculty PEM physicians, hospital leadership, interprofessional colleagues, and expert opinion on patient benefit, simulation feasibility, and value of simulating the case for learning. To systematically rank items while balancing the needs of all stakeholders, we used a prioritization matrix to generate objective “priority scores.” These scores were used by CPD planners to deliberately determine the simulation curriculum contents.ResultsWe describe a novel three-step CPD simulation curriculum design method involving (1) systematic and deliberate needs assessment, (2) systematic prioritization, and (3) curriculum synthesis. Of practicing PEM physicians, 17/20 responded to the perceived learning needs survey, while 6/6 leaders responded to the unperceived needs assessment. These ranked data were input to a five-variable prioritization matrix generating priority scores. Based on local needs, the highest 18 scoring clinical presentations and procedures were selected for final inclusion in a PEM CPD simulation curriculum. An interim survey of PEM physician (21/24 respondents) opinions was collected, with 90% finding educational value with the curriculum. The curriculum includes items not identified by self-directed learning that PEM physicians thought should be included.ConclusionsWe highlight a novel methodology for PEM physicians that can be adapted by other specialities when designing their own CPD simulation curriculum. This methodology objectively considers and prioritizes the needs of practicing physicians and stakeholders involved in CPD.

ENGAGING FUTURE SHIP ENGINEERS IN DISTANCE STEM EDUCATION

The research summarizes the modern approaches to STEM education for future ship engineers: the problem-based learning activities, not standard or typical designs and problems, the integration of STEM subjects, the introduction of innovation to teaching methods in relation to each subject, the multidisciplinary approach to STEM education that implies the integrative environment for teaching STEM subjects. It is highlighted that in the era of industrialization, literacy and work skills were important, but in the post-industrial era, the technological aspects of youth development have come to the fore. It has been also determined that awakening a creative approach, interest in a comprehensive perception of the subject of study, critical thinking, STEAM teachers give students more than just knowledge - they also give them skills, a taste for knowledge and work, a desire to immerse themselves in self-development, to love the learning process itself. The study presents the content-related and structural characteristics of STEM targets, approximate educational outcomes, content, final assessment, focus areas (problem solving situation), technological curriculum design methods provided by STEM techniques. The research describes the hands-on experience of involving teachers in creating STEM projects for ship engineers in distance STEM education. It is concluded that it is impossible to verestimate the prospect of using information technology in the implementation of STEM programs. Another conclusion is that graduates of educational institutions that actively use information technology in medicine, construction, chemistry, physics, biotechnology and other fields of science are becoming more and more in demand.

Research and Practice on Course Design of Medical Physiology and Engineering under the Background of Cultivating Innovative Talents

This paper takes the medical electronics foundation course of medical imaging as an example., Through the introduction of four typical circuit design requirements and design methods, discusses the purpose and significance of increasing the course design of medical physiological engineering courses under the background of cultivating innovative talents., The method of curriculum design in medical courses, the main problems to be solved and the specific design scheme and results. According to the task and design index requirements of the selected topic, students determine the requirements of the overall design scheme, and draw the system block diagram of the overall scheme (pre-design stage); Analysis, input design, compilation and simulation of the underlying unit circuit; Draw the schematic diagram of the top circuit with the correctly compiled module of the bottom unit, and carry out compilation, debugging and simulation test. Write design report. Through course design, students can learn to search information, compare schemes, calculate circuit parameters, design circuit schematic diagram, make printing board, weld and debug components, test circuit performance, so as to improve students’ ability to analyze and solve practical problems. After the completion of the overall design, select the right device, apply the design scheme, complete the circuit board production, one step in place. At the same time, virtual and real contrast.

Improved curriculum learning using SSM for facial expression recognition

Facial expression recognition is an important research issue in the pattern recognition field. However, the generalization of the model still remains a challenging task. In this paper, we apply a strategy of curriculum learning to facial expression recognition during the stage of training. And a novel curriculum design method is proposed. The system first employs the unsupervised density–distance clustering method to determine the clustering center of each category. Then, the dataset is divided into three subsets of various complexity according to the distance from each sample to the clustering center in the feature space. Importantly, we develop a multistage training process where a main model is trained by continuously adding harder samples to training set to increase the complexity. To solve the problem that the model has a poor recognition accuracy for anger, fear and sadness, a self-selection mechanism is introduced in the test stage to make further judgment on the result of the main model. Experiment results indicate that the proposed model can achieve a satisfactory recognition accuracy of 72.11% on FER-2013 and 98.18% on CK+ dataset for 7-class facial expressions, which outperforms the other state-of-the-art methods.

한국 전통 윤리학적 접근을 통한 도덕과 교육과정 설계방안 연구 - 『성학집요』 (수기 상)편을 중심으로 -

한국 전통 윤리학적 접근을 통한 도덕과 교육과정 설계방안 연구 - 『성학집요』 (수기 상)편을 중심으로 -