Identifying the features Teaching and evaluation strategies e-of curriculum from the perspective of cognitive neuroscience theory

The aim of this study was to identify the features of electronic curriculum from the perspective of cognitive neuroscience theory by deductive qualitative content analysis. The articles published in the scientific databases of the Humanities Portal, scientific information database(SID, Magiran, Irandoc and Normagz were selected as the Persian articles community and the Eric database was selected from among the valid scientific databases for the English language. Articles had full-text access, keyword usage in the title or abstract, and placement within the 2010-2021 time frame were the criteria for including articles. Klein\'s nine elements were used to analyze the deductive content. Findings on the teaching method element showed that the e-curriculum should pay attention to 1) individual differences; 2) personal feelings; 3) activity of learners; 4) types of educational templates; 5) Appropriate time interval and 6) Clear explanation of the homework method were identified. Regarding the evaluation element, 1) the learner\'s reaction to the learner\'s response should be accompanied by warning feedback; 2) Cognitive tests replace memory tests; 3) Questions should reinforce the learner\'s inference and lead him / her to provide more creative answers.