An Evaluation of Curricular Designing and Teaching Efficiency

This paper zeroes in on what the curricula of English Education and Graduate School should be like. To this end, we analyze and evaluate, in depth, the curricula of six universities and graduate schools, illustrating an argumentative reasoning that has come to play a pivotal role in composing their curricula. With its emphasis on subjects involving curricula, this paper proceeds from an analysis of their curricular components. As regards how curricular contents should be constituted, more argumentation has been coming out than ever before. This has touched off a momentum for educational circles to pave a way to map out an ideal curriculum. We capsulize all the analytical data sorted out in the conclusion. In concordance with the demand for communicative skills, a great change has taken place in the framework of the National Secondary School Teacher Selection Test. On the basis of a comparative approach to the credits and ratio of the subject contents listed on the surveyed schools, this paper offers an overall picture of curricular designing, educational setting, that is, within what societal and cultural norm the curricular course should be situated.