نرگس کشتی آرای

Purpose: The purpose of this research is to design and validate the model of teaching appropriate art for primary school students in Iran. Methodology: The present research is applied in terms of practical purpose, descriptive correlation in terms of data collection and content analysis in terms of qualitative research method and using textbooks and articles of journals and conferences, in order to extract dimensions, components and indicators of learning environment. There has been a change in learning. Then, the experts of educational sciences and psychology, using the Delphi method, after discovering, rejecting or confirming the discovered components, and after calculating the validity and reliability of the researcher-made questionnaire made from the dimensions, components and indicators obtained, provide a qualitative model of art education model. Was. Findings: The results of the present study were based on a model of 61 themes as basic themes and 24 organized themes and 7 comprehensive themes were extracted. Based on the results of this model, 7 indicators of art teaching model include teaching method index including group and individual dimensions, student index which includes dimensions of knowledge, attitude, skill, intelligence and thinking, teacher index which includes dimensions of teaching method, scientific development and promotion. , An index of opportunities that includes the dimensions of culture, heritage, art and art in society, an index of weaknesses that includes the dimensions of parents, education, time, equipment and books and an index of strengths that includes upstream documents and the status of art and finally an index of principles that includes The principle of moderation, the principle of creation, the combination of art with the goals and the principle of freedom. Conclosion: Through the teaching of art, children's skills, creativity, talent, intelligence and imagination can be explored and hidden points in the child's mind can be discovered.

Purpose: The purpose of this study was to design a psychological capital curriculum consist of optimism for Iranian higher education. Methodology: The research methodology was qualitative content analysis of deductive category system. The research domain consisted of all sources, articles, and printed and digital books related to psychological capital and a targeted sampling method was used. Data analysis was conducted through subject coding. The findings were derived from 50 conceptual codes that were categorized into 16 components and main categories of optimism. To validate the model of psychological capital curriculum, 10 experts from the field of curriculum and educational psychology contributed using Lawshe coefficient, with components below 62%, three components were deleted. Finding: the results showed that the identified targets for optimism included four components of reality, self-regulating growth, responsibility, and bravery. The obtained content showed that components of planning, self-excitation education, communication approach, positive thinking, and relationship between the current status and the past one need to be considered in optimistic curriculum. The results also identify education and two components for teaching methods of optimism: interpretative pattern and individual teaching pattern. For evaluation, three components of evaluating the interpretation and explanation, assessing the change in behavior, and an assessment of the correct and unfair practices of social communication were identified. Discussion: The present study, as a model for designing a curriculum for psychological capital based on optimism for Iranian scholars and planners of higher education, allows understanding and applying the elements of the curriculum to develop psychological capital in students.