The head of the Educational Research and Planning Organization emphasized in the 35th meeting of the directors and heads of education of the country: According to the upstream documents, the focus of the curriculum should be the divine nature of man.
According to the Public Relations and International Affairs Organization of the Educational Research and Planning Organization, quoting the Information and Public Relations Center of the Ministry of Education, Dr. Hassan Maleki attended the 35th National Meeting of Directors and Heads of Education at the Shahid Bahonar Cultural and Educational Camp in Tehran. The deputies and managers of the headquarters, as well as the general directors of education of the provinces and the heads of more than 726 education districts and the council of deputy general administrations of the provinces were held virtually and in a happy atmosphere. As he stated that the curriculum is a "training plan" said: According to the upstream documents, the focus of the curriculum should be the divine nature of man. The curriculum we are looking at is scientific; the curriculum must be balanced, because in Islamic thought, extremism is a sign of irrationality.
The "role of the family" as an important element in the curriculum
He pointed out that the curriculum should pay attention to the role of the family as an important element, and this is a curriculum innovation.
"Beneficial science" as the content of the curriculum
The Deputy Minister pointed out: We believe that the content of the curriculum should be "beneficial science", the curriculum should be thoughtfully designed and be thoughtful maker. We consider the model of monotheistic naturalism in the curriculum, because our model must be Islamic-Iranian, which resulted in the curriculum guide in 11 areas of learning.
Developments in curriculum planning methods
Dr. Maleki said: "The most important actions of the Educational Research and Planning Organization include the issues of change in curriculum planning methods, change in the use of technology, change in textbooks and change in publications."
He added: Regarding the change in planning methods, the development of a monotheistic naturalism model in the curriculum, the production of curriculum guides in the field of education and learning, and a new curriculum in the preschool period have been considered.
The Deputy Minister of Education referred to the transformation plans in the application of technology until 1401 and said: equipping and preparing the national growth network, producing interactive electronic content, holding an electronic content production festival and holding an international Roshd film festival are among the things done in this field.
Important developments in student publications
Dr. Maleki reminded: "Important changes have taken place in student publications, such as" Production of strategic document of Roshd magazines "," Production of Roshd magazines as multimedia "and" Holding critique and expert meetings of Roshd magazines "with the participation of experts and educational groups from provinces across the country.
Some of the most important actions of the research organization
He continued: "Installing quick access code in textbooks", "Applying the content of a number of textbooks", "Incorporating the teachings of the Islamic Revolution in textbooks and producing the content of distance learning" are among the measures taken in the evolution of textbooks.
The head of the Educational Research and Planning Organization said about the planned activities for the next academic year: "Preparation of textbooks with QR code was emphasized in this field, in this regard, planning and targeting, education and dissemination and provision and content production are resulted.”
Dr. Maleki continued: "Planning and goal setting have been done to determine the number and titles of the books in question, of which 252 titles of elementary, junior high and junior high school textbooks and 125 titles of technical, professional and vocational books will be written."
He added: "The number of codes of each book title has been determined for elementary, junior high and high school textbooks by the number of courses and for technical and professional books by the number of modules."
Dr. Maleki also said about the supply and production of electronic content: developing technical-artistic, content and cultural standards of codes and determining the type of content connected to each code such as film, audio, motion graphics, podcasts, animation, augmented reality and forming committees for evaluation, auditing and accreditation are the taken measures.
He pointed to the supply and production of content required for each code and reminded: the content of the Roshd network, the content produced in the market, the products of institutions, the holding of a festival to produce new content in this field was considered.
According to the Deputy Minister of Education, instructions were also drawn up for the use of the code, the production of special educational videos for teachers, students and parents, and information through the mass media for the purpose of education and dissemination.
Addressing the general managers of the provinces, Dr. Maleki pointed out: Cooperation in disseminating, informing and improving the capabilities of teachers and parents, as well as encouraging teachers and students to make better use of the content produced by holding competitions and festivals at school level in the province should be considered.
He stated: Identifying areas and students deprived of cyberspace and taking action to compensate by providing content on provincial networks and by the teacher in the classroom by DVDs are very important.
Western models cannot be used to design a civilizing curriculum
Curriculum change based on transformation documents is our main strategy and we regulate other matters based on this strategy. First, we tried to define the coordinates of the curriculum in the document of fundamental change, the national curriculum, and to build a new way using domestic and international experiences. Undoubtedly, we cannot move towards Islamic-Iranian civilization with translation patterns unfamiliar with the Islamic Iran issues. We are obliged to compile a pattern or native patterns.
Curriculum features based on Transformational Document
One of the features of the curriculum based on transformational documents is that it is "education-oriented". We do not consider the word learning to be sufficient in curriculum analysis and focus on "education", because the expectations we have in educating people do not fit into the limited learning space. The word education has the necessary semantic breadth.
The second feature is the emphasis on inclusive growth. One-dimensional human beings are never desirable in the education system of this country. Curriculum designers must consider all aspects of human beings and design for the growth of all of them.
The third characteristic is being nature-oriented. This feature has a special originality. The focus of curriculum planners is nature. Other matters and resources in curriculum planning should be viewed and analyzed from this perspective.
The fourth characteristic is the scientific nature of the curriculum. Islamic thought has no problem with science. Experimental and non-experimental science is valuable and respected, unless it is not science, but imagination. These are not science. Therefore, school curricula should have a strong relationship with scientific findings.
The fifth characteristic is balance. In the nature-oriented curriculum, none of the dimensions of the curriculum can be unreasonably strong and the other dimension remains weak. Basically, true balance is a condition of wisdom.
The sixth characteristic is the emphasis on the role of family elements, mentors and educators. Without the role of the family, realistic and comprehensive curriculum planning is not possible. The family must be included as an element. This is an innovation in curriculum planning. Also, the coach should play a useful role in achieving his goals and competencies.
The seventh feature is the practicality of the curriculum. Another interpretation is beneficial science. One dimension of beneficial science is that the content aligns with existing needs. The student feels that the content he is learning is useful in his life.
Focusing on thinking and cultivating wise people is another feature of our curriculum. To achieve such a plan, we designed and implemented a monotheistic naturalistic curriculum model. We believe that Western models and translations cannot be our model of action. They are respected as a global experience. But we have to formulate our own model with scientific jihad inside the country. Based on this, we prepared the model and held several workshops to institutionalize it. The result of this collective effort was the production of eleven curricula that we have sent to the High Council for approval. Continuing our path is the production of training and learning packages for which we are now preparing.
Add new comment