بهجت ناصری

This research seeks to present the discovery of the pedagogical model of Surah Hadid,based on the teachings of the Holy Tafsir Al-Mizan. So, the grounded research methodhas been used and the result is the extraction of 110 concepts, 30 components, and 11pedagogical dimensions. In this regard, first by referring to Tafsir Al-Mizan, data werecollected to achieve the research model, and then the data were analyzed, including opencoding, axial coding and selective coding, and then their results were presented in twopedagogical models. In this article, Surah Hadid is discussed with a pedagogical approach;Because Islamic pedagogy is one of the most important and major parts of Islamicteachings and the philosophy of the prophets’ mission and is the basis of the pedagogicalduty of the divine guardians and trustees and educators of the Islamic society. Thepedagogical dimensions identified in Surah Al-Hadid in the Tafsir Al-Mizan include theduties and characteristics of a trainer and trained ones; One characteristic of a trainer inthe educational and pedagogical system is that the trainer should be wise and the mostimportant duty of the trained ones is his/her obedience. Every pedagogical process hascontent in a way that plays a fundamental role in the manifestation of human pedagogythrough the process of belief and worship, and the basis of human pedagogy is organizedfrom ontological and anthropological dimensions. Applying encouragement as a tool forgrowth and promotion as a method of pedagogy has a prominent role and the principle ofmonotheism (Tawhid)-centered and hereafter-oriented are among the important principlesof pedagogy. Among the effective factors in pedagogy, security has the most importantrole in human pedagogy. One of the most important internal obstacles that prevent humangrowth and achievement of perfection is arrogance and then a haughty spirit. The goal isthe point that every pedagogical process seeks to reach. The goals include the ultimategoal of pedagogy; It means reaching the worship of God and believing in His Oneness(Tawhid). Ultimately, achieving a peaceful life is the most important result of a commonworldly and otherworldly pedagogy. These identified pedagogical dimensions haveformed the final model of the research.

The educational environment has a fundamental role in the quality and efficiency of education. The present study was undertaken to identify the perceptions of students on the educational environment in 4 major clinical wards at teaching hospitals affiliated to Hormozgan University of Medical Sciences, Iran, in 2014.
In this descriptive cross-sectional study, educational environment was evaluated using the Dundee Ready Educational Environment Measure (DREEM). Sampling was conducted through census and the study population included all medical students (n = 184) passing their clinical courses in the internal, pediatrics, surgical, obstetrics and gynecology wards in 3 hospitals affiliated to Hormozgan University of Medical Sciences. Data were analyzed using ANOVA and Tukey’s tests.
The mean score achieved from the total 200 scores of the questionnaire was 104.83 (52.4%). Although there was no significant difference between total scores of major clinical wards, the pediatrics and obstetrics and gynecology wards obtained the highest lowest scores, respectively. No significant correlation was found between education and gender, and the subscales of educational environment. A significant difference was observed between major clinical wards in the subscale of teachers (P The educational environment at clinical wards was considered as "good" by students. Nevertheless, problematic areas exist in all subscales of educational environment. The obtained results can be utilized to better understand and resolve educational environment issues in Hormozgan University of Medical Sciences.