Shepard K F
Phys Ther. 1977 Dec;57(12):1389-93. doi: 10.1093/ptj/57.12.1389.
Educational values held by academic and clinical faculties subtly but strongly influence curriculum design in physical therapy education. Five major value orientations, Curriculum as the Development of Cognitive processes, Curriculum as Technology, Curriculum as Self-Actualization, Curriculum as Social Reconstruction-Relevance, and Curriculum as Academic Rationalism, are presented. The suggestion is made that these underlying value-orientations influence the choice of curriculum design more than do "available resources." A second component of curriculum design, i.e., evaluation of student performance, also influences and is influenced by the direction and development of physical therapy curricula. A plea is made for expressive objectives and outcome objectives to be considered along with instructional or behavioral objectives to yield more comprehensive and creative appraisals of student growth.
学术和临床教师所持有的教育价值观虽微妙却强烈地影响着物理治疗教育中的课程设计。本文介绍了五种主要的价值取向，即课程作为认知过程的发展、课程作为技术、课程作为自我实现、课程作为社会重建-相关性以及课程作为学术理性主义。有人认为，这些潜在的价值取向对课程设计选择的影响大于“可用资源”。课程设计的第二个组成部分，即学生成绩评估，也会影响物理治疗课程的方向和发展，并受到其影响。有人呼吁在考虑教学或行为目标的同时，也应考虑表现性目标和成果目标，以便对学生的成长进行更全面、更具创造性的评估。
