2.ภาษาอังกฤษเพื่อการสื่อสารและสืบค้น

The Simple Sentence
เอกกัตถประโยค คือ ประโยคที่มีกริยา (แท้) เพียงตังเดียวเท่า ซึ่งอาจแสดงออกใน 4 รูปแบบ ดังนี้
1.ประโยคบอกเล่าหรือบอกเล่าเชิงปฏิเสธ (Statement or Negative)
2.ประโยคคำถาม (Question)
3.ประโยคคำสั่งหรือของร้อง(Command or Request)
4.ประโยคอุทาน (Excamation)
เช่น
Mr.Brown teaches this class.(บอกเล่า)
Mr.Brown does not teach this class.(ปฏิเสธ)
Do you understant me?(คำถาม)
Open the door.(คำสั่ง)
Please help me with my wort.(ขอร้อง)
How cold it is!(อุทาน)
name : atchariya nansub
Address : 159 M.4 T. Chombung A.Chombung J.Ratchaburi 70150
Office : United Analyst and Engineering Consultant
Job : chemist



Curriculum in context
To round off this discussion of curriculum we do need to pay further attention to the social context in which it is created. One criticism that has been made of the praxis model (especially as it is set out by Grundy) is that it does not place a strong enough emphasis upon context. This is a criticism that can also be laid at the door of the other approaches. In this respect the work of Catherine Cornbleth (1990) is of some use. She sees curriculum as a particular type of process. Curriculum for her is what actually happens in classrooms, that is, 'an ongoing social process comprised of the interactions of students, teachers, knowledge and milieu' (1990: 5). In contrast, Stenhouse defines curriculum as the attempt to describe what happens in classrooms rather than what actually occurs. Cornbleth further contends that curriculum as practice cannot be understood adequately or changed substantially without attention to its setting or context. Curriculum is contextually shaped. While I may quibble about the simple equation of curriculum with process, what Cornbleth does by focusing on the interaction is to bring out the significance of context.

First , by introducing the notion of milieu into the discussion of curriculum she again draws attention to the impact of some factors that we have already noted. Of especial significance here are examinations and the social relationships of the school - the nature of the teacher-student relationship, the organization of classes, streaming and so on. These elements are what are sometimes known as the hidden curriculum. This was a term credited to Philip W. Jackson (1968) but it had been present as an acknowledged element in education for some time before. For example, John Dewey in Experience and Education referred to the 'collateral learning' of attitudes that occur in schools, and that may well be of more long-range importance than the explicit school curriculum (1938: 48). A fairly standard (product) definition of the 'hidden curriculum' is given by Vic Kelly. He argues it is those things which students learn, 'because of the way in which the work of the school is planned and organized but which are not in themselves overtly included in the planning or even in the consciousness of those responsible for the school arrangements (1988: 8). The learning associated with the 'hidden curriculum' is most often treated in a negative way. It is learning that is smuggled in and serves the interests of the status quo. The emphasis on regimentation, on bells and time management, and on streaming are sometimes seen as preparing young people for the world of capitalist production. What we do need to recognize is that such 'hidden' learning is not all negative and can be potentially liberating. 'In so far as they enable students to develop socially valued knowledge and skills... or to form their own peer groups and subcultures, they may contribute to personal and collective autonomy and to possible critique and challenge of existing norms and institutions' (Cornbleth 1990: 50). What we also need to recognize is that by treating curriculum as a contextualized social process, the notion of hidden curriculum becomes rather redundant. If we need to stay in touch with milieu as we build curriculum then it is not hidden but becomes a central part of our processes.

Second , by paying attention to milieu, we can begin to get a better grasp of the impact of structural and socio-cultural process on teachers and students. As Cornbleth argues, economic and gender relations, for example, do not simply bypass the systemic or structural context of curriculum and enter directly into classroom practice. They are mediated by intervening layers of the education system (Cornbleth 1990: 7). Thus, the impact of these factors may be quite different to that expected.

Third , if curriculum theory and practice is inextricably linked to milieu then it becomes clear why there have been problems about introducing it into non-schooling contexts like youth work; and it is to this area which we will now turn.