Designing and Validating a Problem-oriented Curriculum Model based on the Aesthetic Approach in Elementary School

Objectives: The present research was conducted with the aim of designing a problem-oriented curriculum model based on the aesthetic approach in elementary school. Problem-oriented curriculum is content that is presented in the form of problems in the context of various problems. As much as art has been influential in human life, it also plays an important role in the growth and development of children. On the other hand, art can provide a suitable platform for the implementation of a problem-oriented curriculum in elementary school due to its content nature and problem-oriented capacity and greater connection with the objective life of children. By using aesthetic methods in lesson planning, students become more sensitive to issues, because they gain a good insight into the world. Therefore, in the current research, considering the inseparability of cognition from emotion, the approach of art and aesthetics is proposed as a basic approach in the problem-oriented curriculum. Regarding the application of problem-oriented learning and aesthetic approaches in the curriculum, it can be claimed that the use of problem-oriented capacities and artistic approaches in creating the desire and motivation for deep and meaningful learning of students is very important and an enjoyable atmosphere for It provides a challenging, motivating, enjoyable and social learning experience for students. In fact, one of the most important aspects of research innovation is the integration of artistic and aesthetic structure in developing cognitive functions and problem solving skills.
Materials and Methods: In terms of the method of data collection, the qualitative research method was qualitative content analysis. The research community is printed and electronic resources related to the problem-oriented curriculum, topics related to the approach of art and aesthetics in the curriculum as well as elementary education, which are in the form of treatises, articles, research reports and books between the years (2000 until 2022) have been published. To select a sample from among the available articles, sources and documents, the sequential purposeful sampling method of the theoretical sampling type was used. In the 
data analysis stage, conventional content analysis method was used; in which the researcher starts writing the initial analysis through his perception and understanding of the text under study and this work continues until the background for the formation of codes is started and then they are classified and categorized based on similarities and differences. In order to analyze the findings, an open, central and selective coding method was used, and in order to determine the validity and reliability of the findings, the method of confirming the research partners and multi-dimensionality was used to confirm the validity. 
Discussion and conclusion: The findings of the research, which were compiled in the form of four elements of the curriculum, in the goal dimension include 4 main categories (cultivation of creative thinking - cultivation of artistic thinking - cultivation of intuitive thinking and cultivation of visual thinking), the content dimension includes 3 main categories (problem formulation - The role of the teacher and the role of the learners). Next, teaching methods include 3 main categories (combined methods - artistic methods and active methods) and finally, in the evaluation element, 2 main categories (qualitative evaluation and general evaluation) were obtained from multiple sources. The results of the research indicate that the artistic approach can provide knowledge in the form of an interactive approach and help students to better understand the concepts. The use of problem-oriented capacities and artistic approaches is very important in creating the desire and motivation for deep and meaningful learning of students and provides an enjoyable atmosphere for students to experience challenging, motivating, enjoyable and social learning. Considering the wide range of meanings and functions of art and aesthetics, the problem-oriented curriculum can cause integration and dynamism between the mind and spirit of students and lead to the discovery and production of new ideas and creative answers to solve various problems. It attracts planners, managers and teachers to the fact that they can benefit from artistic capacities to improve problem-solving skills and education and flourishing of diverse talents of primary school students. Also, in order to validate the proposed model, a relative consensus was reached among the experts.