Curriculum Evaluation of the Islamic Revolution: Moving From a Passive, Failed Approach to a Discourse-Making Approach

This study aimed to curriculum evaluation of Iran's Islamic Revolution lesson. Methods was descriptive-survey and population consisted of all undergraduate students of Payam Noor University, Islamic Azad and Applied Science of Bafgh Unit that have been selected lessons of the Islamic Revolution and attendance in class (total 151). All students participated in the study and completed questionnaire before census the session final exam. In order to assess the students of the Islamic Revolution curriculum, questionnaire makes by researcher with 5 components. Validity was calculated using the opinion of experts and reliability was calculated with Cronbach's alpha coefficient for the components and the whole questionnaire between 0.73 and 0.88. findings shown that the curriculum of Islamic Revolution are not as expected from the term of students in any of the components of the aim, textbook content, teaching and learning activities, resources and evaluation methods. In addition, There was no significant difference in the curriculum of Islamic Revolution by university (p=0.231) and gender (p=0.247). Given the undeniable role of the curriculum of Islamic Revolution as transmitters of values and ideals of the revolution and the underlying provider to alert students to the problems facing the Islamic Republic of Iran, recommended resorting to discourse construction approach to the transition from the existing passive approach failed.