فصلنامه مطالعات برنامه درسی
پیاپی 41 (تابستان 1395)

The most principal result of post-modern discourse is a change in the attitudes towards knowledge. The educational research¡ which deals with knowledge and the ways to acquire it¡ has inevitably been influenced by such a change too. A review of the related studies and historical inquiries in the field of curriculum studies clearly indicates that the current image of historical research has been overshadowed by this modern and positivist view of knowledge¡ and accordingly it is an inadequate image. The present article¡ within the framework of philosophical research¡ has made an attempt to interpret the historical inquiry in the field of curriculum studies in correspondence with the post-modern discourse via using conception development approach. In this view¡ the historical research is described as a narration which along with other narrations of a specific phenomenon and via a particular discourse style with a focus on metaphors as meaningful entities has interpreted and explained past events¡ which consequently provides a new understanding of it.

Abstract: According to the documents of fundamental reforms in the education system¡ since 2014¡ The Farhangian University has sought to reengineer the policies and reset the principles of teacher education curriculums based on a teacher-competency approach. The present study is an attempt to conduct a comparative study on the teacher education curriculums at the elementary levels based on the competency-based approach in Malaysia and India¡ and to compare the results with the education system in Iran in order to benefit from the challenges and experiences of these two countries based on a comprehensive approach. The results show that the concept of teaching competence has undergone some changes with regard to the cultural contexts¡ country-specific issues and the views of policy makers and planners¡ and assessment of integrated professional competencies in teachers and teachers'' resistance against the acceptance of reforms are among the most important issues that both India and Malaysia are grappling with.

the present study focuses on a critical evaluation of Iran’s National Curriculum Document regard the criteria derived from the theoretical foundation of the field of curriculum designs with an emphasis on some of the related areas including curriculum orientations and national curriculum. This study is conducted within an evaluative framework and it is considered as an applicable inquiry. The research approach is mainly qualitative in form of deductive inference on the base of document analysis in shape of evaluative comparison and analysis. The National Curriculum Document analysis and comparison regard the theoretical basis of curriculum designs and national curriculum has been done on the base of some related components as the extracted criteria. The six related components in comparing and evaluating the National Curriculum Document¡ which are considered as the desired criteria include: 1- curriculum elements including the goals¡ 2-National Curriculum conceptions and theorization¡ 3- the necessities¡ backgrounds and conditions of acceptance¡ 4- structural and implementing characteristics¡ 5- attending to school-based curriculum development and innovative practices¡ and 6- attending to curriculum orientations.

Nowadays¡ in most of the world’s curriculum systems¡ teaching essay-writing is of utmost importance and essay-writing skill is one of the basic skills in schools. The purpose of this study is recognizing¡ describing and comparing the elements and components of essay-writing teaching in Germany and Iran’s language learning curriculum. The methodology of the research is descriptive¡ and the required data are collected and classified on the basis of George Berodi’s implementation process through language learning curriculum documentations and interviews with the experts of national language planning of both countries. Research’s findings show that teaching essay-writing as a combination of skills is presented in German language curriculum as well as in other curriculum areas such as social studies¡ biology¡ and math¡ science¡ art and life skills. Whereas in Iran essay-writing skill is to be taught only in Persian language curriculum just for interdisciplinary breakdown and with no relation to other curricula. In Germany¡ learning essay-writing for teachers¡ students and even parents is considered as a learning necessity and mastering the skill of essay-writing and authorship is of cultural¡ social and career dignity¡ while mastering this skill is not taken seriously in Iran. The main goal of German pedagogues is to value students’ empowerment in producing text and utilizing them in life¡ while the main aim of Iranian teachers of students’ textuality is composing essays¡ regardless of their application in life. In Germany essay-writing is part of the total score of the German language schedule¡ while in Iran because of following the breakdown approach¡ essay-writing is to be assessed independently from other language skills.

this study investigates the relationship between thinking styles of legislative¡ executive and judicial on the one hand and learning strategies on the other hand. For this purpose¡ 267 second-grade female students in mathematics and physics of District four of education in Tehran were participated who were selected by multistage random cluster sampling. Thinking Styles Inventory. TSI of Sternberg-Wagner (1997) was used to measure thinking styles and Learning strategies Questionnaire. LSQ of Weinstein and Mayer (1998) was used to measure learning strategies. Data analysis showed that the legislator thinking style had positives correlation with learning strategies of motivation and attitude; judicial thinking style with focus strategies¡ time management¡ self-assessment and motivation; and executive thinking style with the strategies of selecting main idea¡ information processing¡ time management¡ self-assessment¡ test strategy and motivation. In contrast¡ judicial thinking style showed negative relationship with anxiety. Regression analysis showed that in all cases with positive relationship¡ there is predictability. In the meantime¡ the strategy of study guide has not had significant relationship with any thinking styles.

The purpose of this research is to present a model for evaluation the factors influencing on perceived successful teaching. The methodology of research was descriptive- correlation. The statistical community include all of the high school teachers in Esfahan¡ Iran (2014-2015) (N=3476). The respondents were selected through multiple step cluster randomly (n=380). The research instruments included three questionnaires: 1. researcher-made questionnaire of quadruple factors (professional teaching¡ group collaboration¡ master of the learning) affecting perceived successful teaching (α=0/93)¡ 2. academic involvement questionnaire (α=0/87)¡ 3. of perceived successful teaching questionnaire (α=0/94). The results revealed that employing quadruple factors (professional teaching¡ group collaboration¡ master of the learning) could affect perceived successful teaching. The minimum coefficient of indirect effects was obtained for the variable of teaching design (0/089) and the maximum coefficient of indirect effects was obtained for the variable of teaching evaluation (0/139).