Abstract

Today, many believe that virtual education should replace conventional education, because with the advancement of technology, other traditional educational environments do not meet the expectations of learners in today's era, but the use of virtual education alone creates problems such as: decreasing quality Education, the serious marginalization of pedagogy, etc. In elementary schools, it is not possible to use purely virtual education because teachers and students are required to do face-to-face activities in the classroom. Therefore, combining face-to-face and virtual education is a solution to deal with these problems, which is known as blended education.

Blended education is a combination of traditional face-to-face and online methods that combines face-to-face classroom activities with online and virtual activities. The use of this approach in the elementary school provides opportunities to meet the individual needs of students and achieve real personal education, which are key to increasing the quality of learning. It also prevents dropping out of school. The reason for emphasizing this period is that if the opportunity of education is lost during these years, the habits of the students will be established at an older age and it will be difficult to correct it. In the post-corona period, the use of virtual space has not been removed from training and has opened its place in training, it is expected that in the future part of the training will be in person and part virtual. Since the corona era, virtual space has also acquired an educational aspect and students, parents and teachers use this space more than before to strengthen learning, and this technology has inadvertently entered the world of children from an early age. Students in this course are very interested in virtual space and this space is a new and attractive world for them. Therefore, it is better to start dealing with this issue from this era. A look at the background shows that previous researches have often investigated the impact or comparison and all of them are specific to higher and secondary education levels. Considering the fact that no research was found on the identification of the characteristics of the curriculum based on blended education in the primary period, and considering the important issue that the country's primary education system intends to continue education based on such an approach, it is necessary to conduct such a research. Also, the recent researches also introduce the blended approach as the best strategy in the post-corona era.

Therefore, the aim of the current research is to identify the Features of the curriculum based on blended education in the elementary school. And the research question is: What are the Features of the curriculum based on blended education in the elementary school?

The approach used is qualitative. Thematic analysis method was used to identify the Features. The research community was including elementary school teachers. The method of data collection was in the field, that is, conducting an interview (semi-structured and in-depth) and 15 people were selected by purposeful and snowball sampling. The criteria for selection was having at least a bachelor's degree in educational sciences and psychology, at least 3 to 5 years of teaching experience and virtual and mixed teaching experience from the Corona era onwards, and having high teaching skills.The interview time was 45 to 60 minutes. In order to check the reliability and validity of the research, four criteria of believability, dependence, transferability and trustworthiness were used.

After collecting the data, The text of the interviews was categorized and organized in the form of a network of basic, organizing and Global themes in three stages according to the method proposed by Atrid Stirling. After analysis and coding, 6 Global themes and 15 organization themes were identified, and their characteristics were described and explained. After analysis and coding, these six Thems were identified, each of which has sub-components: 1.Triple objectives (learner-centered, teacher as a lifelong learner, up-to-date educational system), 2.Destructive content (combination of written and non-written content, principles of design and organization of mixed content), 3.space (flexible space creation, attention to the diversity of educational spaces), 4. Evaluation of factors involved in the learning process (student evaluation, technical evaluation, human resource evaluation), 5.educational strategies based on expertise(opportunity-creating teacher, high-quality teaching, creating learning opportunities), 6.supportive social contexts (open and easy access to resources, financial and administrative support).

Attention to these elements and the Features and including them in the blended curriculum in the primary course enables the educational system to be more flexible and able to respond to changes faster and increases the level of active learning and provides better experiences for students.The presence of diverse digital resources alongside the curriculum are valuable assets for its promotion. Now in the 21st century, the use of educational technology tools at the school level makes students pay more attention. Students' activities in the virtual space and training programs are a combination of virtualization, to the good design of virtual activities and a suitable combination of face-to-face training and its virtuality. The findings of this research can be used in the design of the curriculum for combined education for the elementary school. If teachers accept the blended learning approach for teaching and implement it with the belief in the implementation results, we will have a more effective formal education that will act as a driving factor to help students participate better and meet their needs in the advanced world. will do It is suggested that the officials of the country's elementary education system should take steps towards the application of the curriculum based on blended education in order to help improve the quality of students' learning in line with the global developments in the field of using new innovations in the field of teaching and learning. . This can be done on a small and limited scale first, and then after fixing the defects, it can be implemented on a larger scale. Also, it is necessary and recommended to train skilled and specialized educational staff to implement this program and provide financial support to the organizations under the program.