فصلنامه مطالعات برنامه درسی
پیاپی 62 (پاییز 1400)

The present study aimed to explore different aspects of the Finnish national core curriculum of basic education regarding language learning and to compare it with Iranian national curriculum of basic education. To collect the data, the authors analyzed the documents of the national curriculum of the both countries. The semi-structured interviews were also used to collect the data related to the challenges of the implications of the Finnish curriculum lessons in the education system of Iran. In the comparative section, the research followed the procedure proposed by Brody to analyze the documents. In the phenomenology section, the data collected from interviews with 20 teachers and stakeholders, were analyzed inductively. The obtained results showed that the main objectives of the Finnish curriculum in developing the reading skills were emphasizing on learning to learn .The main suggestions for Iranian curriculum include considering the communicational approach in selecting the teaching content, game-based learning activities, using different types of media and tools in education, considering the different elements beyond the language learning such as harmony, and taking advantage from music in the learning process of language. Different challenges in implementing Finnish lessons in Iran’s education system were recognized including: learning activities, teaching and learning strategies

The purpose of this study is to design and authenticate the curriculum model of training interpersonal and social skills in the second elementary school. Different methods were used to meet different stages of the research: Qualitative (content analysis with summary and deductive approach) and quantitative (descriptive survey). During the curriculum design phase, 20 primary school teachers and 18 university professors were interviewed. In addition, in order to determine the validity of the designed curriculum model, the model was examined by 26 experts in the field of curriculum planning in the form of a questionnaire. After identifying the components of interpersonal and social communication skills, the communication problems of primary school students, and the results of content analysis of the text of the national curriculum document, a curriculum template was designed and validated. As a result, a valid curriculum model for teaching interpersonal and social communication skills for primary school students was designed. The model has 14 main core skills, 38 minor sub-core skills and 137 communication sub-skills as curriculum objectives, and 46 characteristics for content. The curriculum consists of 9 teaching methods and 18 characteristics for evaluation methods.

The purpose of this study is to provide a model for evaluating the academic achievement of elementary school. Accordingly, exploratory mixed research was used for developing this model. In the qualitative and quantitative phases, semi-structured interviews were conducted with 18 individuals and 30 experts completed the researcher-made questionnaire. The opinions of 500 teachers were collected. The open coding method was used to analyze the qualitative part information and the multi-criteria decision making method was used to analyze the quantitative part data using the AHP electrotechnical model in Expert Choice software. As the finding indicated, the implementation of elementary school evaluation is related to human, organizational and infrastructural components. The human component with a score of 2 is the most important in relation to the implementation of the elementary school evaluation model. Among the 13 components, the facility had the highest weight with a score of 0.524.

The aim of the present study was to investigate the views of primary school teachers in Isfahan about the effects of shadow education on their teaching. To this aim, survey method was employed and statistical population included all second grade elementary school teachers in districts (1, 2 and 3) of Isfahan in the academic year of 2009-2010 including 700 individuals. From this population, 248 people were selected by stratified proportional sampling method and using Krejcie Morgan table. The research instrument was a researcher-made questionnaire with 48 items on a five-point Likert scale. The content validity of the questionnaire was confirmed by experts and its reliability was calculated by determining the Cronbach's alpha coefficient of 0.87. The findings from data analysis using independent t-test showed that the maximum and minimum effects of shadow education was on professional responsibility and classroom environment, respectively. The results also revealed the positive effects of shadow education in all aspects of teaching from the perspective of teachers.

The present study aims to identify the factors affecting the quality of teaching- learning time management in multi-grade classes from the perspective of experienced teachers. The research approach was qualitative phenomenographical and the research population included teachers of multi-grade classes in Yasuj (Iran), 24 of whom were selected through purposeful sampling observing theoretical saturation in semi-structured interviews. In order to validate the interview questions, the professors of the Department of Educational Sciences were consoled. The interview transcripts were presented to and affirmed by the interviewees to ensure the reliability of the research data. The interview transcripts were coded and categorized, and then analyzed and classified. The experiences of the teachers on factors affecting the improvement of teaching-learning time management in multi-grade classes were classified into the two major categories of affirmative and privative. The affirmative major category consists of three main categories and nine subcategories, and the privative category consists of five main categories.

The purpose of the study was to compare the amount of attention paid to educational domain elements derived from the reform document in the two periods before and after its implementation. In line with the purpose of the study, changes in the content of Persian (Farsi) textbooks after the implementation of the on Education Fundamental Reform Document by the Iranian Ministry of Education were analyzed. The corpus of textbook content analyzed in this study included the whole content of textbooks used for the first to the fifth grade in the period immediately prior to the implementation the document and the whole content of textbooks used for the first to sixth grades in the period immediately following the implementation of the document in 2011. The collected data were coded using a content analysis checklist with high validity and acceptable coding agreement. The data were analyzed using descriptive statistics and Shannon entropy method was employed to determine the significance of coded themes. The results show that highlighting educational domains in the document has been unevenly distributed in textbooks for teaching Persian in elementary schools.

Centralization on curriculum is identified as one of the major issues in Iranian education. So far, however, this issue has not been resolved. The purpose of this article is to provide an outline of the centralization of curriculum in Iran and to explain why and the necessity of this approach by relying on the value-belief components and indicates contained in the national curriculum document. In explaining the reasons for the outflow, the focus of the curriculum on Iranian education and its necessity was based on two sets of value-beliefs based on religious teachings and evidence in the national curriculum document. For this purpose, descriptive - analytical method was used. The results showed that although in Iranian education the decisions in the curriculum are concentrated, there are still value-based reasons and evidence - religious beliefs and evidence in the national curriculum document (assuming this Which are influenced by value - religious beliefs), demonstrate the necessity of decentralization in the curriculum in Iranian education. Therefore, there is both the possibility and the necessity of moving out of centralization in the curriculum in Iranian education.

The present study seeks to design an optimal model for improving the life skills of elementary school students. This research was qualitative and phenomenological regarding the method. The participants in the present study were experts in the field of primary education, who were selected through purposive sampling. The interviews were conducted with 15 people until theoretical saturation was obtained in the data. The instrument used in the research was s semi-structured interview and data analysis was performed using qualitative content analysis of interpretive type. The findings indicated that life skills training to elementary students is done in the form of three general areas of knowledge, attitude and skills, and by four elements of purpose, content, method and evaluation. In addition, the findings showed that knowledge, attitude and ability have mutual relationships with each other. It was also mentioned that the elements of life skills curriculum are in a cyclical relationship that starts from the goal and ends with the content and then with the method and finally with the evaluation and the results. The result of the evaluation in the form of feedback leads to the formulation and revision of goals. Overall, the research findings showed that in teaching life skills to elementary school students. The designed model also indicated that the elementary school stage is the period of developing foundation for personality-structure, and formation of intellectual, social and emotional development and human personality and development of basic and motor skills, so it is necessary to curriculum life skills, knowledge dimensions, attitude and skills should be considered in parallel and equally.