چکیده:
Purpose: This research was conducted with the aim of studying the essential components of curriculum social education in the elementary period. Methodology: The statistical population of the study included upstream documents such as the Transformation Document and the National Curriculum, both fully analyzed and analyzed. The statistical population and the statistical sample are equal in this research. The sample was the subject of the research. The results of this research show that social education in upstream documents is not as good as the goals. In the goals, the cognitive dimension is considered more than two other dimensions. Functional dimension has been neglected. To succeed, a program requires full attention to all three dimensions (cognitive, emotional, and functional). Findings: According to the research findings, the essential components of social education are the sense of truth of truth; tendency toward goodness; tendency towards gamal; tendency to creativity; virtue; aestheticism; creativity and innovation; love and worship; an inherent tendency toward worship ; Perfectionism; desire for immortality; truthfulness; desire for goodness; human tendency towards absolute perfection and worship; human tendency toward absolute perfection and worship; nature and freedom; nature and authority; opposition to human humility against one's being with fitting ; The integrity of jihad and defense; nature and justice; the requirements of nature regarding the homework and social rights of individuals; The integrity of the building of the tomb and its pilgrimage; the nature of truth-seeking and realism and adherence to the right. Discussion: The essential components of social education are the reference to the universe for the subjection of science; the adherence to science; the innate nature of science to the outside world; the innate logic of thought through the compilation of the premises And deduction from it; the nature of love; the nature of the attenuation and the nature of the possibility; the subjection of nature; the nature of the hope and the rhya; the nature of the illness and the nature of the defect and the principle of the principle.
Purpose: This research was conducted with the aim of studying the essential components of curriculum social education in the elementary period. Methodology: The statistical population of the study included upstream documents such as the Transformation Document and the National Curriculum, both fully analyzed and analyzed. The statistical population and the statistical sample are equal in this research. The sample was the subject of the research. The results of this research show that social education in upstream documents is not as good as the goals. In the goals, the cognitive dimension is considered more than two other dimensions. Functional dimension has been neglected. To succeed, a program requires full attention to all three dimensions (cognitive, emotional, and functional). Findings: According to the research findings, the essential components of social education are the sense of truth of truth; tendency toward goodness; tendency towards gamal; tendency to creativity; virtue; aestheticism; creativity and innovation; love and worship; an inherent tendency toward worship ; Perfectionism; desire for immortality; truthfulness; desire for goodness; human tendency towards absolute perfection and worship; human tendency toward absolute perfection and worship; nature and freedom; nature and authority; opposition to human humility against onechr('39')s being with fitting ; The integrity of jihad and defense; nature and justice; the requirements of nature regarding the homework and social rights of individuals; The integrity of the building of the tomb and its pilgrimage; the nature of truth-seeking and realism and adherence to the right. Discussion: The essential components of social education are the reference to the universe for the subjection of science; the adherence to science; the innate nature of science to the outside world; the innate logic of thought through the compilation of the premises And deduction from it; the nature of love; the nature of the attenuation and the nature of the possibility; the subjection of nature; the nature of the hope and the rhya; the nature of the illness and the nature of the defect and the principle of the principle.
خلاصه ماشینی:
Qualitative Analysis of Elemental Components of Social Education in Elementary Curriculum Emphasizing the High Hand Records Habibollah Kord1, Alireza Faghihi2*, Faezeh Nateghi3 and Davoud Taghvaei4 1.
Assistant Professor of Psychology, Islamic Azad University, Arak Branch, Iran / Article history: Received date: 1 October 2017 Review date: 29 October 2017 Accepted date:27 November 2017 Printed on line: 18 January 2018 Keywords: curriculum, nature, social upbringing, elementary school, handwritten documents.
Abstract Purpose: This research was conducted with the aim of studying the essential components of curriculum social education in the elementary period.
Intuitive foundations in fact refer to those needs, features, and attributes that potentially exist in human personality and education in a variety of ways, including curriculum, needs to be transformed into actual ones.
If the natural foundations of social education are to be considered and based on the same principles, people's education is being promoted, human problems become less and less.
The characteristics of the theory of nature in the West, and especially in these two perspectives, have features such as self-centered self- discipline towards them, an emphasis on power and processes, non-acquisition and unconsciousness through sense and experience, congenitaly, Belonging to the structure of the agent or perceptual apparatus, having some degree of autonomy and self-sufficiency in the content and function, the potential, the lack of complete appearance for the subject, the cognitive and epistemic influence or the influence of human cognition, the epistemic direction, the former coordination of the foundation with Beyond your own, the principle of order and methodality, objectivity and the like (Omid, 1387).
But the behavioral and functional dimension in elementary school curriculum has been neglected in the field of social education.