Needless to say, planning goals is crucial in developing curriculum because it sets a direction the curriculum should move to. If the aims set inappropriately, no matter how well teachers teach or no matter how hard students study, the teaching and learning can go meaningless.
These days I have become interested in appreciating wild flowers and trees so that I am trying to know the names of them. Whenever I want to try to learn the names of them, I think of one professor, who taught practical course(실과), in my university. Believe it or not, he asked us to memorize plants’ names and tested us, having his assistant walking around showing the leaf of a plant. No matter how hard I tried to memorize the names of plants in the greenhouse of my school, it was difficult to get perfect score. Those tests made me not to be interested in plant. As a result, I couldn’t remember most of the names soon after finishing the tests. Seeing myself these days and reading this chapter, I was wondering what were his goals of teaching that subject. From my view, he missed one important thing: affective objectives. If he considered it, he might have provided activities for promoting our interest of plants or appreciating our nature.
I think we are likely to overlook nonlanguage outcomes and process objectives since they do not bring out direct result of curriculum in a short time. However, they are the main factors, which lead the meaningful learning, which may change learners’ life, in the long run.
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