Designing the curriculum guide of Saleh school in education of the Islamic Republic of Iran

Document Type : Original Article

Authors

1 PhD student in Curriculum Planning, Marand Branch, Islamic Azad University, Marand, Iran

2 Faculty member of Department of Curriculum Planning, Bonab Branch, Islamic Azad University, Bonab, Iran

3 Faculty member of Department of Educational Sciences, Urmia Branch, Islamic Azad University, Urmia, Iran

10.30510/psi.2022.320413.2821

Abstract

The purpose of this study is to design a curriculum guide for Saleh School in Education of the Islamic Republic of Iran. The present study is applied in terms of purpose and methodical in terms of method and is part of mixed exploratory projects. The statistical population of the research includes the sentences and texts of the document of fundamental change and the comprehensive scientific map of the country as well as professors and specialists. The design of the guide was based on synthesis research and Acker model. Curriculum design is based on ideology. With the compilation of the document of fundamental change, the role of the Islamic Revolution in changing the educational system entered a new phase. According to the designed model, the prevailing logic of the righteous school is Islamic ideals and values. The prevailing ideology of the curriculum is such that it has a taste of positively functioning ideologies but has not left the way open for their influence. In the mentioned model, an attempt has been made to pay special attention to the approaches of the curriculum and to consider the basic resources of the curriculum, including attention to the learner, attention to the needs of the society and attention to education in the mentioned model. In fact, the proposed model with emphasis on human, Islamic and Iranian aspects is designed to have the necessary and sufficient motivation to learn according to the needs of students in different dimensions,

Keywords

Political Sociology of Iran
Volume 5, Issue 11
January 2023
Pages 2830-2844

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