Investigates relations among Philosophic Mindedness and Curriculum Ideology with Teaching Approaches of the Theory Second High School Teachers.

This study is investigates relations among philosophical mindedness and curriculum ideology with teaching approaches in teachers. The society of this study were included All teachers in second high school of theoretical branches in Nahavand city (244 persons) that finally 183 Questionnaires Collected by Census methods. Research tools include questionnaires of Philosophic Mindedness(1382), curriculum ideology (1393) and teaching approaches (2007). Questionnaires’ Validity Confirmed by Experts and Cronbach’s alpha coefficients for philosophic mindedness was 0/72 and for teaching approaches was 0/85 and retest coefficients for one of curriculum ideology Dimensions was higher than 0/69. The result shows that teachers philosophical mindedness (p 0.05), Also philosophical mindedness Penetration and Comprehensivenesswith Teacher-oriented teaching and student-oriented teaching approaches observed. Also positive meaningful relationship between Teacher-oriented teaching and student-oriented teaching approaches (p