فهرست مطالب فریدون پریش

Undoubtedly, the teacher has a key and influential role in all educational systems, and society expects the school and the teacher to prepare students for real life in tomorrow\'s society. This issue has led to the emphasis in recent years on improving the quality of education and having qualified teachers around the world, including the Iranian education system; Numerous studies have been conducted on the characteristics of an effective teacher in the country and different classifications have been used for this phenomenon; The purpose of this study is to review the dimensions and components of an effective and efficient teacher in Iranian education and to provide a comprehensive framework in this field. The research method is descriptive-analytical. In this study, the dimensions and components of an effective teacher were extracted using library studies such as (articles, books, journals, journals, dissertations and indexes written in this field). The present research is applied in terms of nature and purpose and while expressing the concept of an effective teacher, it points to its most important characteristics. Finally, all identified factors are organized under a comprehensive framework. In general, the effectiveness of teachers is considered as one of their empowerment approaches, which can be mentioned in terms of knowledge, skills, attitudes and personality as the main branches of effective teachers in Iran, each of which has several sub-branches.

Several studies on the harms of cyberspace, the Internet, and social networks in Iran have been conducted, and different categories have been used for this phenomenon. Still, the harms of these media are less mentioned in foreign research. The purpose of this study is to review the harms of cyberspace, the Internet, and social networks on family relationships in research abroad and to provide a comprehensive framework in this field. The research method is descriptive-analytical. In this study, the harms of cyberspace, the Internet, and social networks were extracted using library studies (articles, books, magazines, journals, dissertations, and indexes written in this field, etc.). This research is applied in terms of nature and purpose. In this article, while expressing the concept of cyberspace, the Internet, and social networks, their most important harms in research abroad have been pointed out. Finally, all identified factors are organized under a comprehensive framework that is important in this regard. In general, the prevalence of people’s activities in cyberspace, the Internet, and social networks usually brings with them harms that can be from psychological problems, behavioral problems, socio-cultural problems, physical problems, moral-religious problems as the main branches of injuries. Family relationships in overseas research mentioned that each has several sub-branches.

The present study aimed to investigate and compare the extent of using educational technologies to enhance students’ critical thinking in Iranian and Russian first-grade elementary school experimental science textbooks.

The research employs descriptive-analytical method. Its sample consists of Iranian and Russian first-grade elementary school experimental sciences textbooks. The research instrument is a researcher-made checklist of critical thinking and soft and hard technology. The validity of this checklist was confirmed by experienced teachers and four professors in the field of educational sciences (educational technology and primary education). The reliability and validity of the tools have been calculated by using the formula of William Rumi.

The results of analyzing the content of the experimental sciences textbooks showed that the first-grade textbooks of both countries used hard and soft technologies to teach critical thinking. The percentage of using soft technology was 75.65% and that of using hard technology was 24.35% to foster the critical thinking spirit in the Iranian first grade textbooks of experimental sciences. Moreover, the percentage of using soft technology was 51.64% and that of using hard technology was 48.35% to enhance the critical thinking spirit in the Russian textbooks. In addition, among the components of critical thinking, the highest percentage of 25.49% in Iran was related to the engagement component and in Russia, the highest percentage of 32.02% was related to the engagement component. In Iran, the lowest percentage of 2.87% among the critical thinking components was related to the judgment and evaluation componentand in Russia, the lowest percentage of 3.84% was related to the judgment and evaluation component. Combining soft and hard technologies in the contents of the first-grade textbooks of experimental sciences provides the possibility of learning more effectively and makes the process of learning more attractive for the students. The percentage of the other components of critical thinking in Russia and Iran has been as follows: the component of appropriate questioning in Russia was 18.33% and 11.60% in Iran; the collectiveness component in Iran was 10.01% and 10.04 % in Russia; the analytical component in Russia was 7.30 %and 5.15 % in Iran; the argument component in Russia was 7.63% and 5.15 % in Iran; the composition component was 7.95 % in Russia and 5.6 % in Iran.

The composition of soft and hard technologies in the content of textbooks provide the possibility of more effective and attractive learning for the students. In fact, soft technologies complement and consolidate hard technologies and give rise to hard technologies and enable the growth and development of critical thinking and related areas. Hard technologies, as accessible and tangible tools, and soft technologies, as a set of ideas, plans, innovations, and initiatives which are crystaliized in educational design, determination and management of educational approaches and patterns, play an important role in increasing the effect of teaching and improving the students' learning. Hard technology in itself has no value; rather it is soft technologies that give credibility and value to hard technologies. It should be borne in mind that formal and superficial changes will not be responsive in revising the curriculum and fundamental logical changes are needed in all curriculum processes. As a result, researchers recommend the coherence and integration of critical thinking in educational textbooks. In this regard, the method of using hard and soft technologies and their implementation in the form of critical thinking components in the first year science textbook of Iran and Russia have been studied and emphasized.

Although the results of research on identifying the factors that create educational justice and equal access for individuals have revealed the positive effects of it, and educational systems are moving in this direction, there are several obstacles to achieving this. In this regard, the purpose of this study is to identify strategies and methods for creating and establishing educational justice and obstacles in its development. The present research is of descriptive-analytical type, the information of which has been collected through the review of books, articles, etc. In this article, while expressing the importance and necessity of identifying the factors creating educational justice, the most significant obstacles to create educational equality in Iran have been mentioned. Finally, all the causes and obstacles affecting the establishment of educational justice are organized under a comprehensive model of barriers. Findings indicate that if educational justice is established in teaching-learning environments; Fairness and equality in education and facilities, access to educational fields, motivation and hope for education, etc. increase.