Designing a Teaching-Learning Model for Secondary Elementary Students (Case Study of Tehran)

The aim of the current research was to design a teaching-learning model for the students of the second year of elementary school (the case study of Tehran city).
The research method is a mixed model (qualitative-quantitative) with an exploratory approach. The method used in the qualitative stage was thematic analysis, in order to collect data using thematic analysis method (Atride-Sterling) and to analyze the data using the coding method and in the quantitative stage to analyze the data descriptively and inferentially. Was performed. The descriptive stage was used for the demographic part and the inferential stage was used for the factor analysis. The potential participants of the research were university scientific experts, 14 of the key experts were selected with the purposeful sampling method. The sample size in the quantitative stage using Cochran's formula and stratified random sampling method was 384 experienced teachers and experienced educators in the field of teaching in elementary school.
In this study, the "document review form" tool was used. In the document mining section, out of 48 documents, including articles in reliable databases and websites, books, theses, 21 of which are Persian documents and between the years 1387 and 1401. And 26 cases of English documents were used between 1991 and 2022.
The results showed that the validity of the data has been confirmed by using the alignment method. In the first coding, 297 basic themes were extracted, and then in the second round of coding, 25 codes were removed or merged and 272 basic themes were obtained. it placed. The validity of the research was done in the qualitative part by using the alignment of sources, negotiation with professors, the external reviewer's opinion and the content validity ratio of Laushe, and in the quantitative part by using confirmatory factor analysis.
The reliability of the current research was done in the qualitative part using Holstein's coefficient of agreement, which was determined to be 0.97, and in the quantitative part, it was done using Cronbach's alpha coefficient, and all organizing themes had Cronbach's alpha coefficient higher than 0.7. Finally, in the mentioned model, there are five overarching themes: 1- goals, 2- knowledge-oriented factors, 3- support-oriented factors, 4- teaching-learning processes, 5- assessment-oriented factors, and 38 organizing themes and 265 approved basic themes. is placed
In order for teachers to adjust their education according to students' needs, they must know about students' interests, age characteristics, and their levels of readiness to understand new material. In a group where different education takes place, learning is social and is accompanied by cooperation, and students' abilities are valuable. Most students are motivated to learn when the teacher presents the topics in ways that the students understand. When the students understand the concepts presented by their teacher, it become responsible for their own learning, and when students consider themselves responsible for their own learning, this has a positive effect on their academic progress, critical thinking skills, and self-efficacy. The designed model was compiled with regard to elementary children and their developmental characteristics were taken into consideration, cognitive, social, emotional dimensions, etc., and this model is suitable for the alpha generation or generation z, and in this model, an attempt is made to contribute knowledge. Students should be given more importance and bring the current situation closer to the desired situation.
In this regard, the present research has presented the learning teaching model in the second grade of elementary school in Tehran, and special attention is paid to 5 inclusive themes 1. Objectives (including 4 organizing themes "educational, educational goals, process of individualization and improvement of capacity" and 48 themes basic), 2. knowledge-oriented factors (with 4 organizing themes "content production, cognitive content, conceptual content and value content" and 21 basic themes), 3. support-oriented factors (with 10 organizing themes "factors Attitudinal, affective factors, human factors, teacher characteristics, social factors, cultural factors, improving teacher capacities, interactive factors, types of thinking and learning environment" and 75 basic themes, 4. Teaching-learning processes (with 18 themes) The organizer of "participatory learning, problem solving, virtual learning, skill learning, project learning, exploratory learning, interactive teaching, lecture teaching method, professor's student teaching method, retelling method, question and answer method, practice and repetition method, method discussion, role-playing method, laboratory method, scientific investigation method, legal scientific investigation method and innovation method" and 115 basic themes) and 5. assessment-oriented factors (with 2 organizing themes "formative evaluation and practical evaluation and 6 basic themes) a total of 38 organizing themes and 265 basic themes are shown. It shows the average ranks of each organizing theme, according to the significance of this test, all 38 organizing themes do not have the same rank and they are at different levels in terms of importance, so that the organization themes Attitudinal factors and innovation are the most important, and after that, the organizing theme of problem solving is the second most important, but the organizing themes of value content, social factors, exploratory learning and exploring in a legal way are the least important.
In general, it can be concluded that according to the mentioned cases, the performance of students is caused by the influence of various variables, the identification and the amount of their influence can help to improve the progress of students in this field. Therefore, the overall effectiveness of each teacher's teaching is measured and determined in the light of the contrast between general criteria including teaching design, teaching implementation, classroom management, human relations, evaluation and desirable personality traits.