The way mankind makes himself grow can be depicted as following : The present status with which he identifies himself comes to be blocked when it has inescapable faults. These faults could be overcome only by reconstructing himself. In this chaotic situation, man should search actively for a new equilibrium which can be emerged by transforming the present one. Education is conceived to have something to do with this reforming process. In this context, curriculum can be regarded as preparing to articulate the hierarchy of development with specific activities conforming to the line of growth. But most curriculum researchers have tried to make the educational objectives manifest which is stated in behavioral terms('objectives-centered model'). Other group of the researchers have put emphasis on school subjects reflecting the structure of academic discipline('contents-centered model'). These two models have some shortcomings to the above description of human development 'cause they can not satisfy the genetic princlple of human growth. 'Activity-centered model' is suggested as an alternative model of curriculum theorizing. This model is based on the ideas of most excellent educational theorist J Dewey, genetic epistemologist J Piaget, philosopher of science T. Kuhn and so on. They have insisted that curriculum be reformed and implemented for the intermediating activities to make it possible generating a new stage of growth.