فهرست مطالب siamak shahraki

The process of state-nationalization is not a new issue, but it was not developed in developing countries during the years of World War II onwards, and became widespread in the Third World. Countries that do not have a single, strong central government have always been a threat to world security and can be a good safe haven for the growth of terrorism and international terrorism. Afghanistan, as a collapsed country after the Taliban regime between 1996 and 2001 and after the withdrawal of US troops in 2021 and the collapse of the Afghan government and the re-establishment of the Taliban, was no exception to this rule. Therefore, in this article, the method of data collection is library and an attempt has been made to examine the role of the Taliban government in nation-building after the 2021 developments in Afghanistan. From the available studies and evidence, it can be concluded that due to the presence of the United States and NATO countries in the region for two decades and the numerous conflicts with the Taliban and al-Qaeda, as well as traditional ideas, fear of austerity and punishment. The Taliban's ethnicity and the public's distrust of the Americans have always posed a number of challenges to the nation-state process, leading to another Taliban dictatorship.

Nowadays, there is an emphasis on active teaching methods based on cognitive and constructivist theories, in which the main assumption is that the greater the level of student participation in education, the more learning takes place. In this regard, the teacher has a very important and fundamental role, because in addition to the leading-supportive role, he is responsible for organizing students' learning activities and the harmonious development of their existential dimensions. The present article has been done in order to study the applications of active teaching methods in teaching history. In order to achieve the objectives of the research, first, active teaching methods are examined. The research method is library method with a descriptive-analytical approach. The results show that the teaching methods of role-playing, collaborative work, and small groups are practical in teaching History. Also, teaching methods of team members, position search and scientific tour, have been considered as practical teaching methods in teaching History. In this regard, inductive and constructivist methods are amongst the best methods of teaching History.