فهرست مطالب شهاب مالکی

The advancement of science and the expansion of the range of different sciences make the necessity of obtaining more and more lasting information in a shorter time inevitable. Therefore, one of the tasks of education specialists is to identify appropriate methods for faster and better learning of students and optimal use of learners' limited teaching time. Education specialists also have to identify the factors influencing students' academic success. Naturally, the role of parents in this field is very influential and important. The more capable parents are in communicating with each other and their children, the better they will be able to identify and resolve issues and problems in their children's education.

The research method was quasi-experimental: pre-test, post-test, and follow-up with two experimental and control groups. The statistical population included all parents of male first-year high school students in Farsan who were available by sampling method (20 people in the group of positive parenting education, 20 people in the group of effective communication skills with spouse, 20 people in the control group) were chosen The two experimental groups were presented with positive parenting training and effective communication skills training in 8 sessions. Measurement tools included the Solomon and Roth Bloom (1984) Academic Procrastination Questionnaire and the Harter (1981) Academic Motivation Questionnaire. To analyze the data, statistical methods of repeated measures analysis of variance were used. 

The results showed that there was a significant difference between the effectiveness of positive parenting group training and effective communication skills with spouse on the average grades of academic procrastination and academic self-efficacy of male students in two stages of post-test and follow-up test. Therefore, it can be said that the effect of positive parenting group training and effective communication skills with the spouse on academic procrastination and students' academic motivation was the same and there was no statistically significant difference between the two educational methods. Content that uses positive parenting education and effective communication skills with the spouse is used by the researcher due to many similarities such as effective verbal and non-verbal communication, positive relationships with spouse and children, love, empathy, and empathy between family members. Family ties should be abolished, and children should be more motivated to study. Therefore, no significant difference was observed between the effectiveness of the two educational methods.

The advancement of science and the expansion of the range of different sciences make the necessity of obtaining more and more lasting information in a shorter time inevitable. Therefore, one of the tasks of education specialists is to identify appropriate methods for faster and better learning of students and optimal use of learners' limited teaching time. Education specialists also have to identify the factors influencing students' academic success.

Using ICT in higher education is inevitable. The aim of this study was to investigate the relationship between ICT usage and critical thinking skills among students of Medical Sciences, Shahrkoord University of Medical Sciences in the year 2014-15.
This was a descriptive correlational study. The population comprised all students at the University of Shahrkoord Medical Sciences. The sample was selected by convenience sampling 130. In this study, two instruments were used; An ICT usage questionnaire validated by the experts. The reliability was confirmed through Cronbach's alpha. Critical thinking Ricketts Questionnaire was also applied. To analyze the data, descriptive statistics, inferential and Pearson correlation tests were applied using spss software, version 18.
The results showed a positive correlation between the use of ICT and critical thinking (476/0 = r), which was significant (P Value=0/001).
According to the findings, the officials and executives of Medical Education are recommended to provide infrastructure for the use of ICT academically in an attempt to develop critical thinking skills in students.

Today, the use of new methods of electronic, medical education has changed. This study examines the challenges of teaching-learning is on developing and implementing e-learning in higher education.
This research purpose has Applied, and in terms of methodology, descriptive. The study population consisted of all University of Medical Sciences in the 93-94 school year that the sampling method 120 teachers were selected randomly. To collect the data, the use Questionnaire of e-learning challenges were used. Experts validity and reliability (84% through Cronbach's alpha) and the appropriate tools reviewed in this study were. Statistical methods used for this study, descriptive and inferential analysis (factor analysis), respectively. For data analysis software Spss version 18 was used.
The results showed that human challenges with an average of 70.3, with an average of 69/3 Tech Challenge, management and leadership challenges with an average of 56/3, the challenge of communication tools with an average of 43.3, with an average of 37/3 challenge the central learning and assessment challenges with an average of 20.3, respectively, on the challenges of teaching-learning development and deployment of e-learning at the University of Medical Sciences were effective (mean difference in measurements used, F = 14/23, Sig = 0/001 is significant) .
Regarding the use and development of e-learning in the study population, yet the possibility of using this method there. To use this teaching method, should face barriers to employment and develop it to be resolved.