Designing a conceptual framework for analyzing implemented curriculum in class from the perspective of “human as an agent” theory

The purpose of this article is to present a conceptual framework for the analysis of implemented curriculum based on the human agent theory and the characteristics of elementary classrooms in order to provide grounds for the implementation of the aforementioned theory in the classroom. The research was conducted in an inferential way by examining about forty sources related to the theory of human action. Forty-four principles resulted in six dimensions of "teacher's educational end", "teacher's knowledge", "Awareness of the student", "method", "content", "teacher-student emotional relationships". in the dimension of "teacher's educational end " six principles, in the "teacher 's knowledge" and the "Awareness of the student", each one of the principles in the dimension of "Method" teaching, evaluation, class management, encouragement and punishment and behavior with difficult students' components were found nine, four, nine, three and four principles. in the content dimension, four principles and in " teacher - student "emotional relationship" were mentioned three principles. If the teacher can act based on the principles derived from this article, he can cross the narrow border of the agent student and the confusion of the class; Because the first and most important challenge for teachers in the classroom is classroom management and how to implement the curriculum in practice.