This study aims to research a relation between curriculum and instruction on the basis of the various theories which have been studied so far.
The main stream of studies on a curriculum and instruction shows that these two have been considered on the...
This study aims to research a relation between curriculum and instruction on the basis of the various theories which have been studied so far.
The main stream of studies on a curriculum and instruction shows that these two have been considered on the binary viewpoint, and that these two have been studied individually. A rapid social change, however, has an effect on some educational aspects. Foregoing division into two fields, a curriculum and instruction, becomes insignificant under the existing conditions that the interaction between a teacher and the students in the classroom creates a new knowledge. That is to say, in the past, the contents of study were transferred to learners through instruction on the basis of a curriculum made beforehand from a binary viewpoint of a curriculum and instruction, and this is restricted to meet the changing conditions effectively. Therefore, it can be more effective to consider these two altogether than to do them separately.
It is not that to systematize singly a curriculum and instruction simply means to try to eliminate their division considering them identical. These two, as the sub-elements in the whole educational system, have a close relation with each other and interact dynamically in order to draw out the instructional results, the last step of the system. This means that a curriculum and instruction interact simultaneously to learners in order to change learners for the final purpose of education.
In addition, the curricular composition is just instruction according to unification of a curriculum and instruction. Thus learners can act creatively for knowledge when the curricular composition is achieved in the process of instruction. This means the active instruction for learners, who can learn a new import.