Investigating the Levels and Key Stages in the National Curriculum of I.R. of Iran from Psychological View Points

In past few decades، many research projects have been conducted to better understand the congnitive nature of mind and the neurological processes that occur during thinking and learning. New neurological research findings show that human mind develops through real and conceived experiences. These research findings are consistent with assimilation and accommodation in Piaget’s developmental theory of intelligence، as well as Vygotesky’s Zone of Proximal Development and they all have clear and pratical implications for curriculum decisiom makers. The developmental theories of intelligence and the relevant research findings indicate that the development process is flexible and is influenced by individual’s economic، social and cultural conditions. Furthere، individuals’ developmental processes have much in common that allows curriculum dicision makers to identify levels and key stages of schooling. Thus، considering these theoretical approaches and experimental findings، it is necessary to design an educational system in such a manner that learners have opportunities to move along the key stages with their own pace and based on their different abilities and capabilities. Therefore، the new National Curriculum Document of the I. R. of Iran should pay attention to both educational structure and flexibility of the content (prescribed، semi- prescribed and not prescribed). This enables students with various characteristics to benefit the educational programs suitable to their needs.