حسن ملکی

Purpose: The current research was conducted with the aim of designing the national identity curriculum model for the second elementary school. Methodology: According to the nature and scope of the research, various qualitative methods were used to achieve the research objectives, which include: a) grounded theory, to design the national identity curriculum model in the elementary school; b) Thematic analysis method to determine the characteristics of elements of national identity in primary school textbooks to achieve the curriculum model of national identity. In part A, the community was studied by experts in the field of national identity, including experts in social sciences and educational sciences and upper education documents. The method of gathering information from experts was through semi-structured interviews with 36 teachers and experts. Also, the interviews were conducted based on the grounded theory in three stages of open, central, and selective coding, and the obtained concepts were classified into categories and subcategories. Findings: National identity curriculum model was presented in two dimensions of why and the necessity of national identity curriculum and how national identity curriculum in the form of a conceptual model, including the necessity and need (needs assessment), goals (general goal and partial goals), content (principles of content organization, content selection), teaching methods, learning, teacher's role, and evaluation methods. Conclusion: Among the features of this model, we can refer to being native, attention to individual, social, ethnic and national characteristics, being scientific, simplicity, originality, educational outlook and active approach in teaching and learning.

The purpose of this study is to compare the implicit and Explicit curriculum in the personality development of junior high school students from the perspective of students. The research was applied in terms of purpose and survey in terms of method. The statistical population includes all female first year high school students in Bukan who are studying in the academic year 1399-1400. According to information received from the Buchan County Education Department, the total number of students is 1,620. In this part, multi-stage cluster random sampling method was used. In the first stage, from all the girls' schools of the first secondary school of Buchan city, 1 school was selected from each district in the north, south, east, west and center of the city, respectively, then two classes were randomly selected from each school (for one The questionnaire class role questionnaire on Explicit personality development questionnaire and for the other class the implicit curriculum role questionnaire on personality development questionnaire) and a total of 10 classes that were selected for approximately 28 to 30 people for each class, for a total of 300 (150 people in each group). Multivariate analysis of variance was used to analyze the data. The results showed that the implicit curriculum is more effective in the development of students' personality than the Explicit curriculum. The results also showed that the components of the obvious curriculum such as purpose, content, method and evaluation are effective on students 'personality development, among which the content component has the most effect and the goal has the least effect on students' personality development and finally That the components of the implicit curriculum such as the interaction of individuals, the organizational structure of the school, the social atmosphere of the school, and the physical structure of the school also affect the development of students' personality. Among these, the component of interaction between individuals has the most effect and the organizational structure of the school has the least effect on the development of students' personality.