جستجوی مقالات مرتبط با کلیدواژه « National Curriculum » در نشریات گروه « علوم اجتماعی »

Curriculum in any country is the center of educational activities, and considering the differences in the curriculum, the purpose of this study was comparing the process of training, learning and evaluating in the Iran's national curriculum with curriculum theories.
This study in terms of purpose was applied and in terms of execution method was comparative. In this study, the research population was all curriculum documents and related theories in this field, which its example was Iran's national curriculum document and the made criticisms in this field and curriculum theories experts, which they were compared in terms of the process of training, learning and evaluating. The recorded data from document and criticisms and interviews with experts about the process of training, learning and evaluating were compared in the Iran's national curriculum with curriculum theories. In this study, validity was confirmed by triangulation method and reliability was obtained by Cohen's kappa coefficient method 61.8 percent.
The findings showed that the Iran's national curriculum in addition to differences with curriculum theories in terms of the training process, considers training as a basis for innate tendencies expressing, recognizing the success of the learner and continuously improving it and influencing the students' perspective in relation to themselves, God, others and creatures, in terms of the learning process, considers learning as a result of creative interaction, purposeful, active learner and diverse environment, and in terms of the evaluating process, considers evaluating as a clear and comprehensive picture of the current situation, specifying the student's distance with the next situations and its modification, according to the student's capacities and needs, basic for selectivity and self-management, basic for student's continuous growth with an emphasis on self-evaluating, use of other evaluating methods, improvement of the student's position and attention to learning deficiencies while maintaining human dignity as an opportunity to reform and improve the educational system.
The Iran's national curriculum while paying attention to the characteristics of curriculum theories, should be re-designed on the basis of the country's social and cultural system and in line with the realization of the main ideal, that is closeness to God and a virtuous life

This research aimed to study the national curriculums of Australia and New Zealand in the field of information technology (ICT) and to compare them with the national curriculum of Iran. So that we can study and evaluate the situation of learning and applying information technology in Iran based on standards and benchmarks of the successful systems and the strategies will be offered to improve and correct the probable problems. So national curriculum of Australia, New Zealand and Iran were studied and compared. Findings show that national curriculums of Australia and New Zealand emphasize on technology and education. Australia's curriculum recognizes technology and information as a ruling spiritofcurriculum. New Zealand is also pay special attention to technology and information domain. However, in the curriculum of these two countries necessary standards have been recognized for evaluating students learning in every academic aspect and curriculum elements. Iraniannational curriculum has put information and technology along with occupation and employment. Also,this curriculum emphasizes on using and applying technology and information in all educational levels. But it doesn’t have clear status like New Zealand and Australia and the expressions in this regards are vague and unclear.