آسیب‌شناسی برنامه درسی مهارت‌های زندگی در نظام آموزش متوسطه نظری

  Secondary education students could effectively do their multi-tasks, improve condition of themselves and their society, and confront with life’s difficult situations and society’s changes and complications as the society’s active members just when they are provided by well-prepared life skills comprehensive curriculum. Therefore, the main purpose of this study is identification of damages existing in components of life skills curriculum according to Frances Klein scientific model from viewpoint of education specialists, teachers, and students of state high schools in Tehran and provision of solutions for its improvement. This is descriptive survey and statistical population includes education specialists, teachers, and students of state high schools in Tehran. Also the sample contains 19 education specialists, 64 teachers, and 378 students and data measurement tool is structured questionnaire. Descriptive data analysis methods were frequency, percentage etc. and deductive ones were single sample t-test, Kruskal Wallis one-way analysis of variance and Mann-Whitney U test. Findings indicated that damages existing in components of life skills curriculum were goals, content, and training time from education specialists learning activities, evaluation, and time from teachers’ view and finally educational material, learning activities, evaluation, categorization, as well as time and space of the education.