فصلنامه مطالعات برنامه درسی
پیاپی 21 (تابستان 1390)

In this research, we studied the objectives and components of reading instruction according to what is defined in "the guide to national language curriculum of Iran at elementary level. The research questions were as follows: What should be the depth and breadth of reading instruction in the national language curriculum at elementary level? What are the depth and breadth of reading instruction according to the guide to Farsi curriculum at elementary level? What are the strengths and weaknesses of the objectives of reading instruction in Iran's Farsi curriculum at elementary level according to the depth and breadth of reading instruction? To answer these questions, the language arts curriculum of America (the state of New Jersi), England, Singapore and also Iran's has been analyzed qualitatively (through grounded theory method) at elementary level. Within the framework of this curriculum, reading is something that is taken for granted, as there is no obvious definition for it and also its sub-skills is not introduced. The lack of conceptual framework for this language arts leads to ambiguous and inconsistent educational objectives for different grades at this educational level. Within the framework of "a guide to Farsi curriculum for elementary level", reading skill is not instructed in proportionate with context. Also, it is not instructed critically, and if formally considered, there is no operational definition for it. Also, reading instruction is not planned so that students could be engaged with information and communication technology, when reading.

This article aims to introduce a model for training language faculties for the purpose of online IT-based teaching. To achieve this goal the researcher followed both the analytical documentary research method and descriptive-survey based method of research. So first the educational principles and proposed indices in classical language faculty training were investigated and those curriculum based principles and indices which were shared between classical and virtual faculty training were planned. Then based on the UNESCO proposed standards for training faculties and Beetham learning model in JISC in England, Koehler & Mishra achievements in Technological Pedagogical Content Knowledge, and the results of different academic projects in American, British, Australian, some developing Asian and African universities the prerequisites of the model were planned. Third, to evaluate the insights of language faculties towards their present abilities and facilities, necessary for starting e- language teaching and also predicting the probable challenges, based on the prerequisites of the project, nine questionnaires were prepared and distributed among language faculties in seven universities. After analyzing the results and comparing them with the findings of other countries, based on the present situation of our country, Iran, the researcher presented a coalition model for training online language faculties consist of the following five phases: 1)how to clarify the prerequisites, 2)how to predict the necessary facilities for having a successful course, 3)how to make language faculties familiar with online strategies and electronic devices used in e- language teaching, 4) how to make language faculties familiar with the strategies and principles of teaching languages online and 5)how to make language faculties familiar with language faculty online evaluation system. In this model, the researcher tried to present each phase in detail practically.

One important dimension of globalization is the economical aspect. Global economics changes nature of business and jobs. Because in global marketplace, talk about global competencies for human recourse and competency-based curriculum can be a useful strategy for curriculum design to equip the workforce in a global economy. In this article we represent theoretical and practical information about main features of competencies and their utilization in designing curricula. This article has four parts: first, we examine aspects of globalization and effects of world's labor market on competencies of human resources. Next we describe competency based curriculum design, history, utilization and process. After that we inspect research background in this area by examining four performed sample programs (in higher education, medicine and organization). In the final and main part of the article, author's experience in competency based curriculum design for industry and higher education will be discussed.

The aim of this research was to study the effect of the teachers’ knowledge of computer software, frequency of soft ware use andcomputer attitude on their perceived self confidence for use of ICT in teaching. So, using classified sampling method, 100 computer teachers that had involved in on the job training courses in Fars state, were selected. The research instruments were the “survey of factors affecting teachers teaching with technology”. Using SPSS and LISREL softwares data was analysed. and results indicated: The teachers’ computer attitude has the highest effect on their perceived self confidence. There are negative and significant relationship between teachers’ service years and their perceived self confidence. The teachers who involved in educational فاو ا courses, has the higher perceived self confidence. The interaction of sex and knowledge of computer software has no significant effect on teachers’ perceived self confidence The interaction of sex and frequency of software use has no significant effect on teachers’ perceived self confidence. The interaction of sex and teachers’ computer attitude has significant effect on their perceived self confidence. The interaction of academic degree and knowledge of computer software has no significant effect on teachers’ perceived self confidence The interaction of academic degree and frequency of software use has no significant effect on teachers’ perceived self confidence. The interaction of academic degree and teachers’ computer attitude has significant effect on their perceived self confidence.

The purpose of this research was to develop a model for art curriculum in elementary schools of Iran. As one of the basic goals of education is to cultivate pupils’ aesthetics capabilities, the proposed model is believed to facilitate meeting this goal. Two research questions guided this investigation. First, what are the characteristics of an ideal model for art curriculum in elementary schools of Iran? And, second, to what extent the proposed model enjoys the approval of art education and curriculum specialists? A mixed method was employed to pursue the research questions. Based on Iran’s educational principles and key elements of artistic and aesthetic education, the results showed that the model could be in line with a discipline-based approach towards art education. Also the macro, meso and micro level decisions as well as three structural dimensions, namely the core, the core/elective and the elective are discussed in an extensive manner. The proposed model was received the general approval of the specialists with minor revisions required.

In this study, it is dealt with planning dictation and it's validation from viewpoint of experts. For planning the e-learning program dictation, Weston and his colleagues instructional planning model has been selected and on this basis the guiding model of e-learning program for primary school Persian dictation is planned, proposal model includes three main sections: planning element, presenting element, communication and supporting and guidance elements. goals pattern and the way of assigning content must be in the line of national curriculum and organization content in order of word basis or sentence basis by using Mayer multi-media content providing view and Schontz and Benert text and picture combination views assigning the methods of teaching –learning must be in the form of self – teaching and on-line classes using all kins of interactive learning, applicable and group picture dictation, proof, reading and testing methods. The most suitable strategies for evaluation include multi option test, sorting, pulling and dropping test, evaluation by classmate in order to access the goals of research. Validation results showed that from the viewpoint of experts, all elements of planning, presenting, communication, supporting and guidance have necessary characteristics (in a large extent) for dictation skill growth and are selected suitable (in a large extent). The kind of this research is practical and none testing. Instructional planning of e-learning program for dictation has been accomplished by studing all available documents and resources, interviews with experts and using the results. Tools for collecting data have been questionnaire and interview.

Chemistry is an experimental science and necessity of relationship between basic conceptions of this field and living phenomena are obvious. So, students achieve significant learning that is one of the goals of each educational system. This matter would not be fulfilled unless the teachers have accurate and depth understanding of the conception and be familiar with its scientific application. Colloquial language, expresses and words, using in textbooks, could make a wrong thought in the mind of the teachers that effects on manner of expression of scientific debates in the class and educational approaches. This research involved in manner of chemistry teacher's perception of Entropy concept in living events by a questionnaire and evaluates effects of entropy approach on teacher's belief of this concept and capability of them in extending entropy concept. According to results of this research, most of chemistry teachers, from among various and thermodynamic definitions of entropy, limited to it as in the textbooks, which is directly influence on manner of training entropy concept; this unfamiliarity will restrict them at the time of providing examples of decrease or increase of entropy in reactions. It is seen that teachers attribute entropy to macro object's busy and tumble, and are far from scientific concept of entropy. In fact, definition of entropy creates a macroscopic view in them that are not able to define chemical concepts like entropy in particle and microscopic dimension.