Introduction: The purpose of this study was to design teaching methods in the Persian literature curriculum for the basic skills of the first secondary school.
Method: The research method was mixed (qualitative-quantitative) of successive-exploratory designs. The statistical population in the qualitative section included 60 curriculum specialists and Persian literature experts and in the quantitative section 830 Persian literature teachers in the academic year 1399-1398, of which 20 and 263 people, respectively, the sample size using the sample method. Cluster sampling was selected. The tools used in the qualitative part were interviews and summaries of documents. Using the content analysis method, the Meering sequential model and the inductive categorization system of 10 themes, 185 code concepts. Factor analysis method the extracted concepts were analyzed.
Findings: The results showed that the use of storytelling method, storytelling method, problem solving method, class discussion method, question and answer method, rhetoric method, lecture method, role playing method, scientific circulation method and observation and using inductive thinking method in Among the learners, one of the most important teaching methods in the Persian literature curriculum is the basic skills of the first secondary school.
Conclusion: By applying the design of teaching methods in the Persian literature curriculum of basic skills, it is possible to help improve the strengths and skills of students in the subject areas.
Designing teaching methods in the Persian literature curriculum of the foundation skills of the first secondary school
 Introduction: Among the important and basic reasons in the discussion of choosing the curriculum of Persian literature is undoubtedly that the course of Persian literature is a combination of Persian language and literature, educational sciences, mysticism, which should be given more attention in teacher training centers. Teaching Persian literature has its own discipline and education, and its perceptual framework is different from other sciences such as mathematics education, art of physical education, medicine. This discipline and education must be formulated to reach its evolution. The teaching of Persian literature is not a part of educational sciences or a part of language and literature, which was created from the connection of these two discrete components, but it has an independent identity from educational sciences and literature and is involved in all issues related to the teaching and learning of Persian language. Stream refers to the choice of content, curriculum, teaching method, teacher training, learning conditions, evaluation of learning and what is related to Persian language learners. Drake, the author of Curriculum Development, says that stepping into a world where knowledge has increased at an amazing rate, it is clear that we cannot expand the curriculum at the same rate as the increase in knowledge. We must practice addition by subtraction. Smith puts forward the effective learning conditions and believes that these conditions are crystallized in the curricula with the construction of integration, and other critics believe that integrated curricula, including the Persian literature curriculum, lead to the development of intellectual skills at higher levels. to be The meaning of basic skills in the curriculum of Persian literature is writing, reading, listening, speaking, verbal and non-verbal skills. On the other hand, improving reading skills, such as fluency or fluency, is one of the most important skills students learn in the early years of elementary school. Fluent reading helps students to write more fluently, but as students grow older, reading skills play an important role for them in understanding Persian literature, mathematics, social studies, etc. Despite the fact that many experts say that the ability to read is one of the most important learning needs of students in today's life and it is considered as a common foundation for success in all academic fields, but it seems that this issue is still not taken seriously in many schools. The parents of the school do not give much value to it, while reading literacy as a macro-linguistic skill allows a person to achieve many and different experiences. In discussing the current status of the Persian literature curriculum, it should be stated that the lessons related to literature today, as they are common today, are devoid of enthusiasm, do not arouse the interest of students properly, and teaching It will not be successful. Nowadays, many useful and beneficial activities in the field of reading literature are empty. Not having an essay lesson in secondary school and not being excited when reading literary texts is boring for students.
Materials and methods: The method of this research is mixed or combined (qualitative-quantitative) of the type of sequential-exploratory designs. The statistical population in the qualitative section included 60 curriculum specialists and Persian literature experts and in the quantitative section 830 Persian literature teachers in the academic year 2018-2019, of which 20 and 263 respectively, using the cluster sampling method. was selected The tools used in the qualitative part were interviews and document summaries, which were extracted using the method of content analysis, Meiring's sequential model and the inductive categorization system, and in the quantitative part, the tool used was a researcher-made questionnaire, which was developed using the factor analysis method. The extracted concepts were analyzed into 10 themes and 185 code concepts. In the context of the research implementation process, it should be stated that the required data was collected by "document review" and "interview". 3 book covers and 20 article titles were purposefully selected and studied, and semi-structured interviews were conducted with 10 women and 10 men. Each interview lasted an average of 60 minutes. Document study and interviews were conducted based on information saturation of the researcher. In the interview section, notes were taken and then, based on the similarities with the primary and centralized coding, codes were assigned to similar cases and they became categories that were the main purpose of the research. Data analysis was done in the qualitative field based on content analysis, Meiring's sequential model and inductive categorization system, and in the quantitative field, the factor analysis method was used.
Results and discussion: The results showed that the use of story-telling method to strengthen multiple skills among learners, the use of story-telling method to strengthen multiple skills among learners, the use of problem-solving method to strengthen knowledge and reasoning of multiple skills among learners, the use of discussion method A class to strengthen multiple skills among learners, using the question and answer method to strengthen knowledge and multiple skills among learners, using the innovation method to strengthen multiple skills among learners, using the lecture method to strengthen knowledge and reasoning of multiple skills in between learners, using the role-playing method to strengthen multiple skills among learners, using the scientific tour and observation method to strengthen multiple skills among learners, using the inductive thinking method to strengthen multiple skills among learners, using suitable teaching methods for It is very necessary to strengthen multiple skills among learners and use multiple effective factors in learning among learners.
Conclusion: By applying the design of teaching methods in the Persian literature curriculum of basic skills, it is possible to help improve the strengths and skills of students in the subject areas.