Designing a Moral Education Curriculum Pattern for Secondary School on based on Grounded Theory
Subject Areas : Research in Curriculum Planning
donya gandomkar
1
(Ph.D. student in Curriculum Studies, Lamerd Branch, IAU.)
Abbas Gholtash
2
(Associate Professor, Department of Educational Studies, Marvdasht Branch, IAU.)
Seyed ahmad hashemi
3
(Associate Professor, Department of Educational Studies, Lamerd Branch, IAU.)
ALi Asghar Mashinchi
4
(Department of Educational Studies, Lamerd Branch, IAU.)
Keywords: Secondary Education, Curriculum, moral education,
Abstract :
Moral education considered as one of the most important educational and training issues. The achievement of this great goal in the education institution requires the provision of a model for the moral education curriculum. Achieving the moral education curriculum model based on ethical perspectives, which is the main objective of the research, can provide a comprehensive curriculum design for moral education. The aim of research was to designing a moral education curriculum pattern for High school on based on Grounded theory. Based on a targeted sampling method, those who have been compiled in this field have been studied and interviewed. After explaining the theoretical foundations and the viewpoints of the experts, the main components and categories and themes are extracted and the proposed curriculum model and the elements related to the curriculum have been extracted. Accordingly, the present study is based on theoretical foundations and viewpoints of scholars of curriculum and philosophy of education in higher education universities. Proposed model of research in the field of the second-level state-level moral education curriculum model, including 9 themes such as; macro environment policies, curriculum objectives, content of moral education curriculum, learning processes, the use of information technology, continuous interaction with scientific and research centers, participation Teachers are involved in curriculum development, assessment methods and receptor characteristics. Based on this, "designing the pattern of the second-level moral education curriculum" as a core category based on the contextual conditions of "environmental policies and objectives" and through the strategies of "teacher participation in curriculum development" and "continuous engagement with academic centers" in recognizing the "attribute of receptors" (as a template background) is achieved and leads to the realization of educational and educational implications.
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