ENGLISH CURRICULUM RENEWAL IN SCHOOLS

Fotima Nuriddinova; Zukhra Nuriddinova; Gulsara Yuldasheva

doi:10.2024/k7f1ye43

Authors

Fotima Nuriddinova Teacher at the department of “General science”, Narpay Foreign Language Faculty, Samarkand State Institute of Foreign Languages Author
Zukhra Nuriddinova Teacher at the department of “General science”, Narpay Foreign Language Faculty, Samarkand State Institute of Foreign Languages Author
Gulsara Yuldasheva Teacher of the Pharmacology Department, Samarkand State University of Medicine Author

DOI:

https://doi.org/10.2024/k7f1ye43

Keywords:

curricula development, computerized and verbiage features, up-to-now curriculum, philosophical resources, consequent vision, educational breakthrough, underpinning resources

Abstract

Curriculum is to have been formulated by the history, psychological and philosophical minds, educational theorists and scholars of the society. Curriculum is viewed the planned chain of the content sequence of a grade-cohort subject. Curriculum is the sequel of one`s life experience and should also be the others`. “Social and political developments are the factors for the curriculum implementation or vice versa” (Bobbit, 1918). As long as the huge percentage of the world population are the client of education curriculum and its inclusions necessarily shape the mindsets of them with sticking to curricular products. Technological changes remind individuals what have been transformed and what should consecutively be, also, how we need to educate. Information technology and communication have been the answer how recent curricula of advanced educational systems possess all needed multi-dimensional inclusions of educational requirements. “The present-day technology advances in curricula development are becoming more and more varied with the reforms of government authorities, school analytic experts, scholars of educational managements, all of which are essential assets of curriculum recourse” (Korn., 2004). As technological breakthroughs roar, “massive updates began filling the gaps of should-be definitions of curriculum” (Bronkhorst., 2000). New technological instructions regulate the challenges of school learners and these are by far the fastest mobilizing and changing aspects of the world. Technology-blended curriculum matches the uncertain world of the future with its electronic, computerized and verbiage features. Up-to-now curriculum is structured concerning the age-cohort because of which is significantly suggested that knowledge acquisition varies among ages. However, there still remain gaps in comprehending stratification, likely regarding the gender.

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