Designing a model of the curriculum of skills training in the first year of high school
Subject Areas : Research in Curriculum PlanningNarges Razani 1 , mohammad nourian 2 , Ali Asghar khallaghi 3 , Maryam Golbabaei 4
1 - Ph.D. student of Curriculum Planning, Islamic Azad University, South Branch, Iran.
2 - Faculty of Science Islamic Azad University, South Tehran branch, Iran.
3 - Faculty member and assistant professor of Shahid Rajaei University, Iran.
4 - Faculty member and assistant professor, Islamic Azad University, Tehran South branch, Iran.
Keywords: Curriculum, interpretive phenomenology, first year of high school, skill training,
Abstract :
The present study was conducted with the aim of designing the curriculum of skills training in the first year of secondary school. The data of this research was conducted using interpretative phenomenology method which is a qualitative approach, the community included designers, specialists and experts of the curriculum of the first secondary school from the five provinces of Lorestan, Hormozgan, Tehran, South Khorasan and Isfahan, there were 10 of these people. They were selected as a sample by purposeful sampling. And to collect information, a semi-structured interview was conducted with these people. The purpose of choosing these people was their experience and being included in the text of the skill training curriculum. After collecting and analyzing the data, a model of data analysis was presented. The data were analyzed based on thematic analysis, and the results of the content analysis are: Klein elements in the curriculum: 1- The goals include: preparation for employment, preparation for entrepreneurship, formation of professional identity, identification of talents and 2- content, virtual content, written content, practical content and integrated content 3- teaching-learning strategies including: direct teaching methods, active and collaborative methods and integrated methods 4- Suitable materials, resources and tools including: educational media, workshop tools and equipment, mobile workshops, new technologies and social networks 5- Evaluation methods including: project-based evaluation, integrated evaluation, process evaluation and self-evaluation 6- Students' activities include: scientific visits, practical activities and cognitive activities in real and virtual space. 7- Teaching time includes: increasing current time, providing short-term training and floating and mobile training time. 8- Education space including: use of virtual space and simulators, use of equipped places outside the school and insufficient workshop space in schools 9- Grouping of students" which all participants only mentioned as They did not mention it.
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