Basic Principles of Curriculum and Instruction
The four sections of the book deal with ways of formulating, organizing, and evaluating the educational objectives that have been chosen for the curriculum. Tyler emphasizes the fact that curriculum planning is a continuous cyclical process, involving constand replanning, redevelopment, and reappraisal. Substitution of such an integrated view of an instructional program for hit-or-miss judgment as the basis for curriculum development cannot but result in an increasingly effective curriculum.
1. What Educational Purposes Should the School Seek to Attain?
Studies of Learners Themselves as a Source of Educational Objectives
Studies of Contemporary Life Outside the School
Suggestions About Objectives from Subject Specialists
The Use of Philosophy in Selecting Objectives
The Use of a Psychology of Learning in Selecting Objectives
Stating Objectives in a Form to be Helpful in Selecting Learning Experiences and in Guiding Teaching
2. How Can Learning Experiences Be Selected Which Are Likely to Be Useful in Attaining These Objectives?
Meaning of the Term "Learning Experience"
General Principles in Selecting Learning Experiences
Illustrations of the Characteristics of Learning Experiences Useful in Attaining Various Types of Objectives
3. How Can Learning Experiences Be Organized for Effective Instruction?
What is Meant by "Organization"
Criteria for Effective Organization
Elements to be Organized
The Organizing Structure
The Process of Planning a Unit of Organization
4. How Can the Effectiveness of Learning Experiences Be Evaluated?
The Need for Evaluation
Basic Notions Regarding Evaluation
Using the Results of Evaluation
Other Values and Uses of Evaluation Procedures
5. How a School or College Staff May Work on Curriculum Building