نشریه پژوهش های کیفی در برنامه درسی
پیاپی 1 (زمستان 1394)

The issue of curriculum ideologies is one of the major and fundamental issues in the field of curriculum. A brief review of the theoretical background of curriculum ideologies over the past decades reveals that a great concern has been addressed to this subject resulting in different classifications and literatures. Eisner and Mac Neil, based on their precious work, are two well-known curriculum scholars deeply interested in curriculum ideologies - related issue. The present paper aims to undertake in-depth study of Eisner’s and Mac Neil’s thoughts in that particular area in order to reflect the different interpretations of curriculum ideologies and give the logical justifications for these understandings. After having reviewed Eisner’s and Mac Neil’s ideas, the researcher made an attempt to introduce key elements of their thoughts mainly through careful consideration to curriculum ideologies. Finally, the findings of the study were analyzed by comparing Eisner’s with Mac Neil’s ideas and some conclusions, as a result, were drawn. Generally speaking, the comparison of the results showed that there were fundamental differences between Eisner’s and Mac Neil’s ideologies and philosophies although they shared some similarities.

One of the major issues of education and decentralization in education is the focus of the world; Look static to the current curriculum of the efficiency and effectiveness of education is not necessary. The aim of this study is to provide a model with a dynamic look and taking into account the environmental requirements for cross curriculum centralization and decentralization in the way of an effective way. In this model of centralization and decentralization per se is not considered good or bad, but that appropriate environmental requirements or inappropriate degree of decentralization measures. Qualitative research and data collected is through observation, interview and library study. In this discussion of the models offered by Izadi and Mehr Mohammadi discussed, The proposed model known as contingency management to track the effectiveness of the curriculum offered. The model for a dynamic look to decentralize curriculum have used charts track the effectiveness of aid, So that the degree of centralization and decentralization as a continuum in the x-axis and y-axis placed on the environment. Then consider the environmental requirements specified degree of centralization and decentralization, In general, given the characteristics of both the effectiveness of the system curriculum must travel to reach your goals, suggested.

In recent years, there is various discussions around of being substitute postmodernism ýviewpoint as type of thinking and cultural and cultural-social view to humans’ problems and ýbeliefs to modernism viewpoint in different subjects is common. So that, field of education in ýgenerally and curriculum in specially shape engage in flow. According to, present study has ýdone to examine characteristics of postmodern philosophical foundations’ in curriculum and ýcritique of this foundations based on philosophical foundations’ of Islamic education. Method ýof this research is documental-analytical. Results of this study has showed that philosophical ýfoundations of postmodern curriculum placed in ontological principals upon unbelief to ýmetaphysics; anthropology principals upon shaping of human Essenes via social, historical and ýcultural relations; epistemological principals upon rejection of wisdom, oracle, temperament and ýmaster of linguistic as center of conscious; axiology principals upon center of person and was ýrelative of cosmological principals; aesthetic principals upon subjective criteria of aesthetic ýand escape of surface understanding and contemplation in essence of experimental aesthetic. In ýopposition to philosophy foundations’ of postmodern curriculum, philosophy foundations’ of ýIslamic education placed in ontological principals upon beliefs to metaphysic; anthropological ýprincipals upon shaping of human essences based on oracle; epistemological principals upon ýhuman ability to reach wisdom; axiological principals emphasis on Quran, Islamic ýfoundations, and absolute and changeable values; aesthetic principals emphasis on person’s ýinherent interest to aesthetic and objective and subjective criteria of beauty. ý

The purpose of this article is a critique of the theory of social reconstruction program. The theory for the fundamental changes the whole curriculum, and teacher and student curriculum as the main actors, play a crucial role in social reform. The method used in this research is descriptive - analytical and to obtain valid data of "document review" interest is taken. A total of four main question for this study based on their design and research process is formed. Therefore, the process is also first explained the origin and cause theories of social reconstruction, then its main propositions extracted and then introduced the pioneers of this theory, explain its implications for the curriculum. Babadsty documents on the one hand and providing a review and evaluate the advantages and disadvantages of Western scholars view them from the perspective of the next section of the article is formed. In the end, we tried to provide a fairly comprehensive discussion of the possibility of such an approach in the formal education curriculum with Iran to be paid more attention. Results showed that the operation of those statements that comply with the reformist vision of social reconstruction of the country's documents, can create movement in the design of the curriculum. But should the extreme view of this theory, especially the decentralization plan, the centrality of the role of teachers and students in the school and induction exaggeration avoided creating fundamental changes in society.

The aim of this study was Integrated curriculum model in Iran dental education present This study used a qualitative approach. The library studies and the analysis and interpretation of data from a study library, a possible variety of integration of the dental curriculum and the real experiences of some prestigious universities in the world were evaluated. Then based on theoretical arguments and empirical achievements of prestigious universities to design and deliver integrated curriculum model to generate action, and the model was validated theoretical way. The experiences of various universities combined dentistry course, it was concluded that the grant of the university curriculum model has been associated with positive outcomes. In total, the activities of the modified curriculum in these universities to focus on integrated approaches with a focus on "teaching with research,"evidence-based dentistry" and "entry of new knowledge" in the curricula of dental forms With regard to global experience and universities in the reform program of General Dentistry and development of integrated approach in the curriculum of the course,the pattern of dental education curriculum model will be consolidated at three levels (the scientific field, the field of study, subject or content of the course), with a decision on the four elements(objectives, content, methods and evaluation) and in accordance with the four principles (combining micro and macro levels at the same time, a variety of methods and multi-dimensional being, a balance between the central content integration programs, and the integration of the combined supplements out) the curriculum focuses on the production