چکیده:
The transformations in curriculum planning for Iran's general secondary education during the first educational decades of the present century is one of the most interesting cases in the history of Iranian secondary education, which has been addressed in this research. The aim of this research is to examine these transformations and how the first secondary school curricula in Iran were influenced by European models, as well as the efforts and trial-and-error conducted by Iranian educational planners, especially the Supreme Council of Education, to improve and develop secondary school curricula. To conduct this study, a historical method was employed, and where possible, some lessons of the curricula of this period were compared to identify similarities and differences in lesson content. The basis of the information in this study is the first secondary school curriculum of Iran, which was approved by the Ministry of Education in 1293 SH as a national curriculum under the title 'Secondary Education Instructions,' and subsequently, the collection of minutes from the Supreme Council of Education and its resolutions during the years 1302 to 1317 SH. The findings of the research indicate that the secondary school curricula formulated by the Supreme Council of Education in the first two decades of the present century were initially shaped and organized under the influence of the European curriculum model of Dar al-Funun and then the 'Secondary Education Instructions' of 1293 SH. During the first fifteen years, the Supreme Council of Education repeatedly engaged in formulating, revising, correcting, and expanding or reducing domestic educational programs, until finally, in the late second decade of the century, it reached a relatively coherent curriculum utilizing Persian words and terminology. Based on this research, the work of the Supreme Council of Education regarding the formulation of the secondary school curriculum is overall assessed as positive.
خلاصه ماشینی:
Since no discussion or investigation has been conducted regarding these efforts of the Supreme Council of Education so far, the present research, with a look at the performance of the Supreme Council of Education in the field of formulating curricula for the secondary period in Iran, will attempt as much as possible to examine the relationship between the curricula formulated by this council and the previously formulated curricula, and to identify the influential points of the Supreme Council of Education in the reform and formulation of secondary curricula in Iran; in this regard, the following hypotheses can be stated—with caution: First, that the totality of the curricula of the Supreme Council of Education in the first two decades of the current century is influenced by previous curricula—primarily by the Instructions for Secondary Education of the year 1293 SH, which most likely itself was influenced by the curricula of the Madrasa-ye Ilmiyya and Dar al-Funun; second, that apparently the Supreme Council of Education did not have a clear line or policy in the field of secondary period curricula during its initial years of operation, and therefore the curricula underwent ups and downs and continuous changes and were repeatedly revised or modified; and finally, that the secondary period curricula of the Supreme Council of Education, in the second decade of this century, played an effective role in reflecting, preserving, and strengthening Persian words and terms approved by the Academy of Persian Language and Literature in the curricula.
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