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Curricular Reforms in the Philippine Context: Some Success Stories & Some Remaining Challenges

机译：菲律宾语境下的课程改革：一些成功案例和尚存的挑战

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We are sharing with you some of our success stories relatively speaking. I cannot claim absolutely that these are success stories but I would like to say that I think they are better termed as work in progress and in the process I would like to share with you some of the challenges that we face with regard to curriculum reform at the secondary level. So I'd like to preface my presentation with a comic strip from Peanuts, so this is Patty speaking and she says, "I learned something in school today, I signed up for fold guitar, computer programming, stained glass art, shoemaking, and natural foods workshop. I got spelling, arithmetic, history, and two study periods." So Franklyn asked, "What did you learn?" "I learned that what you signed up for and what you get are two different things." The girl is lamenting that there is an apparent disconnect between her needs and what the standard curriculum offers. I would like to say we have somehow succeeded in moving from too structured, too standardized, one-size-fits-all program to one that is more personalized, more customized to the diverse learning needs of children and one that develops the multiple intelligences of our learners, so that we can come up with a personalizing education through special curricular programs.
机译：相对而言，我们正在与您分享一些成功的故事。我不能绝对地说这些都是成功的故事，但我想说的是，我认为它们最好被称为正在进行中的工作，在此过程中，我想与大家分享我们在课程改革方面所面临的一些挑战。中学水平。因此，我想用花生花生漫画作为演讲的开头，这是帕蒂的讲话，她说：“我今天在学校学到了一些东西，我报名参加了吉他折叠，计算机编程，彩色玻璃艺术，制鞋以及天然食品讲习班。我有拼写，算术，历史和两个学习期。”于是弗兰克林问：“你学到了什么？” “我了解到您注册的内容和获得的内容是两个不同的东西。”这个女孩很遗憾，她的需求与标准课程所提供的之间明显脱节。我想说，我们已经成功地从过于结构化，过于标准化，一刀切的程序转变为更加个性化，更根据儿童的不同学习需求而定制的程序，并且该程序开发了多种智能。我们的学习者，以便我们可以通过特殊的课程计划进行个性化教育。

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