Moral Education Construction of Primary School Curriculum Based on Socialist Core Values

2021 ◽  
Vol 09 (06) ◽  
pp. 1558-1561
Author(s):  
玉亮 陈
Keyword(s):  
Primary School ◽  
Moral Education ◽  
School Curriculum ◽  
Core Values ◽  
Primary School Curriculum

scholarly journals Religious and Moral Education Textbooks in Upper Primary Schools in Botswana – A Question of Relevance

2021 ◽  
Vol 1 (6) ◽  
pp. 25-31
Author(s):  
Baamphatlha Dinama ◽  
Rebecca Khaza Moseki ◽  
Vivian Olesitse
Keyword(s):  
Primary School ◽  
Moral Education ◽  
Primary Schools ◽  
Qualitative Methodology ◽  
Classroom Practices ◽  
School Curriculum ◽  
Primary School Curriculum ◽  
And Performance ◽  
Selection Of

Concerns have been raised about the quality of religious and moral education textbooks used in upper primary school classes in Botswana. Therefore, the main purpose of this study was to assess the appropriateness of these textbooks. The study adopted a qualitative methodology approach, using interviews and also reviewing some documents. Data collected from the study suggest that the content of the prescribed religious and moral education textbooks in the upper primary school curriculum does not address the prescribed syllabus objectives, hence affects the teachers’ classroom practices and consequently students’ learning and performance. Based on these findings, the study, therefore, recommends the involvement of teachers in the selection of the prescribed textbooks for religious and moral education in upper primary schools classes.

scholarly journals PRANCŪZIJOS PRADINĖ MOKYKLA: KO GALIME PASIMOKYTI? [FRENCH PRIMARY SCHOOL: WHAT CAN WE LEARN FROM IT?]

2016 ◽  
Vol 8 (2) ◽  
pp. 50-54
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Primary School ◽  
Civic Education ◽  
School Curriculum ◽  
Living Environment ◽  
Work Organisation ◽  
Creative Imagination ◽  
Interest In Science ◽  
Good School ◽  
Primary School Curriculum ◽  
Key Words Development

The article presents experiences from the visit to a French primary school (L'école élémentaire). Education of six-year old children is discussed as well as their life at school. It is also considered why the Lithuanian “Good School Conception” functions perfectly in that country, while in Lithuania this does not happen always. The goals of French primary school are to develop learner independence and responsibility; to develop their observation, curiosity, creativity; to develop communication skills; to help a child to develop physically. The core of the primary school curriculum includes civic education and lessons of “discoveries“. The author of the article discusses the variety of learners’ activities in the classroom, the teacher’s work and issues of work organisation, learning environment. It should be emphasised that primary learners discover the scientific truths through experimenting, development of motor skills and creative imagination as well as reflections. The teacher’s activity is directed towards development of the learner’s personal ability to reason, evoking of the learner’s interest in science, learning of living environment as well as perception of space and time. Key words: development of ability to reason, primary school, school learners’ activities.

scholarly journals Teachers’ and Proprietors’ perception of pre-primary school curriculum process in Ife-East Local Government Area of Osun State, Nigeria

2019 ◽  
Vol 6 (9) ◽  
pp. 39-47
Author(s):  
Iroegbu Victoria Ihekerenma
Keyword(s):  
Local Government ◽  
Primary School ◽  
Job Training ◽  
School Curriculum ◽  
Local Government Area ◽  
School Teachers ◽  
Research Instrument ◽  
Methods Of Evaluation ◽  
Chi Squared ◽  
Primary School Curriculum

This study investigated preprimary school teachers’ and proprietors’ perception of curriculum process in preprimary education in Nigeria. 140 teachers/proprietors from private preprimary schools were purposively selected for the study. The research instrument was a 32 item researcher constructed curriculum process questionnaire in the Likert format with Cronbach’s Alpha of .852. The items were distributed into five sections: impending curriculum sensitization; curriculum objectives; contentment; methods and strategies; and methods of evaluation. The instrument was administered on the teachers and proprietors in their various schools and collected by the researcher and assistants on the same day. The resulting data were analyzed using the Chi Squared statistics. The results showed that in 28 cases out of 32, the Chi squared obtained was not significant at the .05 level. It was concluded that preprimary school teachers and proprietors had similar perceptions of preprimary curriculum process. It was recommended that preprimary school teachers and proprietors be given regular on-the-job training in this regard.

scholarly journals Analysis of Social Studies Material in Primary School Curriculum

2018 ◽  
Vol 5 (4) ◽  
pp. 4573-4576
Author(s):  
Asnawi . ◽  
Bunga Mulyahati ◽  
Ronald Fransyaigu
Keyword(s):  
Social Studies ◽  
Primary School ◽  
Fourth Grade ◽  
School Curriculum ◽  
The Social ◽  
Primary School Curriculum ◽  
Concrete Operational ◽  
School Selection ◽  
Thematic Learning ◽  
Selection Of

This study aims to assess the Social Studies material contained in the book of integrated thematic curriculum in 2013 the fourth grade of primary school. Selection of the fourth grade of primary school due to the initial implementation of integrated thematic learning in curriculum 2013 in a high-class curriculum. This study used a qualitative approach with a particular method of discourse analysis and content analysis of the data obtained through text analysis and documentation. Which is the object of this research is the book of integrated thematic curriculum fourth grade of primary school in curriculum 2013. Social Studies material is organized from the teaching materials and simple close around the child to a more extensive and complex. Depth presentation of the material in the textbook Social Studies  the fourth grade of primary school thematic curriculum is associated with students' knowledge. The level of difficulty of the material adapted to the development of learners who are at the stage of "concrete-operational", giving the students in understanding the material.

Teachers’ and custodians’ views and dilemmas arising thereof regarding the integration of indigenous knowledge in the primary school

2020 ◽  
Vol 16 (4) ◽  
pp. 356-368
Author(s):  
Nadaraj Govender ◽  
Godfrey Mutendera
Keyword(s):  
Primary School ◽  
Indigenous Knowledge ◽  
Primary Schools ◽  
School Curriculum ◽  
Study Data ◽  
Standpoint Theory ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Individual Interviews ◽  
Primary School Curriculum

Indigenous Knowledge is largely neglected in the primary school curriculum, yet it espouses the history, art, nature, and traditions of the community from which students come. This study explores the views of six custodians and six teachers on the integration of Indigenous Knowledge in the primary school curriculum in Zimbabwe. Indigenous standpoint theory and participatory research methodology framed the study. Data were generated through focus group discussions with Indigenous Knowledge custodians through individual interviews with teachers. The custodians’ views confirmed that Indigenous Knowledge was significant to their identities, but they were concerned with the loss of their culture due to modernization. Most teachers acknowledged the wisdom of Indigenous Knowledge custodians, welcomed their contributions, but some teachers were sceptical about custodians teaching formally in the classrooms. Several dilemmas arose from the views of participants, which have implication for the integration of Indigenous Knowledge in primary schools.

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