Designing a Curriculum Model of Merit-based Student Training: A Problem-Solving Approach

Subject Areas :

Leila Moayed Abedi ¹ , Ali Akbar Khosravi Babadi ² , Hamidreza Rezazadeh Bahadoran ³ , Alireaza Assareh ⁴

1 - PhD student of Curriculum science, Tehran Central Branch, Islamic Azad University, Tehran, Iran.
2 - Associate Professor Department of Training and Counseling, Tehran Central Branch, Islamic Azad University, Tehran, Iran.
3 - Assistant Professor, Department of Training and Counseling, Tehran Central Branch, Islamic Azad University, Tehran, Iran.
4 - Professor, Department of Psychology and Educational Sciences, Tarbiat Dabir Shahid Rajaei University, Tehran, Iran.

Received: 2021-09-13 Accepted : 2021-12-25 Published : 2022-01-21

Keywords: Model, curriculum, Student-Teacher, Merit-based, Problem-Solving Approach,

Abstract :

The present study aims to design a curriculum model of merit-based student training with a focus on problem solving approach. The research method is qualitative. For this purpose, data were collected and analyzed by qualitative method. Also, in order to extract the dimensions, components, and indicators of the merit-oriented student training curriculum focusing on the problem-solving approach, all valid texts, journals and conferences, as well as valid books were analyzed and qualitative data were collected. After assaeeing the validity and reliability of the researcher-made questionnaire from the obtained dimensions, components and indicators, the model of merit-oriented student training curriculum was presented with a focus on problem solving approach. Based on the results of this model, 5 indicators of the teacher-student curriculum model are identified: 1) the basic dimension includes the following components: knowledge-based, attitudinal, belief-based, moral, psychological, behavioral and temporal -spatial. 2) The dimension of goals includes the following components: promotion of individual characteristics, promotion of social characteristics, promotion of skill characteristics, promotion of mental characteristics and professional development .3) the content dimension includes the following components: knowledge or cognitive content, applied content, motivational content, meaningful content and assignment content. 4) Learning-teaching strategies include these components: participatory learning, cognition development, judicial exploration, pre-organizers, inductive thinking, mind games, social exploration, mastery learning, programmatic learning, conceptual systems, media strategies,role-playing method, integrated learning, exploratory learning, exploratory teaching skills, public thinking strategies, social exploration and scientific exploration .5) The evaluation dimension includes these components: final evaluation, knowledge evaluation, practical-skill evaluation, essence evaluation, performance-oriented evaluation and process-oriented evaluation.