Taipei Municipal University
of Education ,Yang Long-lih
National Taiwan
Normal University,Pan Li-chu
Abstract:In order to ensure the quality of basic education,all countries in the world issued requirements or norms as to the management of primary and secondary education and the behaviors of teachers and students.Terminologies vary in the issued requirements or norms,such as education act,educational norms,teaching plans,curriculum,curriculum standards,course syllabus,and course guidelines.This study aims at the discussion of the naming issue of the content and activity of basic education through the analysis,comparison,and inference of concepts so as to obtain relevant principles of naming.
Through the analysis of four concepts - learning,education,teaching and curriculum,we shall be in a position to understand the intertwined relation among them.The potential advantages and disadvantages of different names can also be inferred from these existing concepts and cases.Because every country has its own right of naming,consensus cannot be easily reached as to the meaning of the concepts of learning,education,teaching and curriculum.Every name has its own advantages and disadvantages.The author concludes with five key points for the terminology naming problem as follows.
1.Self-determination.There is no agreement among different countries and regions on the terminologies for the undertakings and activities of basic education.Thus,we should take into consideration different terminologies of different countries and regions when we are in the process of naming.
2.Ever-changing.Terminologies change with time.Names we use today are very likely to change in the future,and we should not take it for granted that the terminologies we use will last for ever.
3.Manifestation of viewpoints.The selection of names reflects the unique concern and viewpoints in each country.Thus,renaming can be conducted only when the academic views have changed or when the political situation has changed.