فهرست مطالب sirous mahmoudi

Paragraph 6 of the General Policies on Population lays emphasis on the promotion of nutrition literacy within society. The present study aims to evaluate high school textbooks in terms of attention to the food and nutrition literacy factors. The research method here is content analysis. The statistical population incorporates all textbooks of the high school cycle. No sampling has been done for this research, in which the entire population has been surveyed. The measuring tool is the content analysis checklist developed by the researcher. The validity of the tool is determined using the face and content validity method and expert opinions while its reliability has been measured at 96% using the Scott's Pi statistic. The results have been examined using descriptive analysis indicators while the Chi-squared test has been used to compare the frequency of food and nutrition literacy factors in the three disciplines of humanities, natural sciences and mathematics. They showed that attention to the food and nutrition literacy factors in high school textbooks is far from enough with some factors having been neglected in the books. The findings of this research also showed that the frequency of food and nutrition literacy factors in the humanities’ textbooks was significantly lower than in the natural sciences and mathematics textbooks.

The present research has been conducted with a view to studying the status of parameters of economic education in the humanities curriculum at high schools. The research is descriptive and content analysis-based. The population chosen for the research comprises all textbooks taught at high school. Using targeted sampling method. Six subjects (Religion and Life, Sociology, Economics, Entrepreneurship Workshop, Social Identity and Geography), including 12 volumes of books, have been chosen as sample. The unit of analysis was content and image. The measuring too was the content analysis checklist designed by researcher, whose validity experts have endorsed and whose reliability has been calculated at 93% by William Scott’s method. Data processing has been done by the Shannon entropy. The main findings of the research indicate that in the high school humanities curriculum, “emphasis on importance of job, occupation and entrepreneurship” with a frequency distribution of 547 (55.7%) and “participation and cooperation” with a frequency distribution of 75 (7.6%) were the most frequent and “importance and value of endeavor and effort” with a frequency distribution of 5 (0.5%) and “legitimate and licit income” with a frequency distribution of 8 (0.8%) were the least frequent parameters. In terms of coefficient of importance, “fighting economic poverty” and “knowledge of economic precepts in Islam” with the coefficients of respectively 0.1.01 and 0.098 were the most important and “knowledge of the concept of inflation” and “participation and cooperation” with the coefficients of respectively 0.011 and 0.013 with were the least important parameters.

The purpose of this study was to analysis the Effectiveness of Environmental Education Programs on Environmental Literacy by using meta-analysis method based on the Hunter and Schmidt approach. For this purpose, thirty five studies which were accepted methodologically were included in the meta-analysis. The checklist of meta-analysis with 3948 participants were used. After summarizing the research results, the effect size was calculated and combined based on Hunter and Schmidt meta-analysis approach and interpreted according to Cohen's table. The results indicated that the Effectiveness of Environmental Education Programs on Environmental Literacy was 0/37 (p</0001), According to Cohen's table, this effect size is higher than average. Combined effect size for preschool and primary school age 0.25 (below average), for secondary school (first and second), 0.36 (above average) and for adult age 0.59 (high) Has been evaluated. Also, the size of the combined effect was 0.31 (average) for environmental knowledge, 0.41 (above average) for environmental attitude and 0.47 (above average) for environmental behavior. The results of modulatory analysis showed the effectiveness of modulatory variables in these interventions.

The present study was carried out with the aim of investigating and analyzing the amount of attention paid to the components of revolutionary identity in the content of textbooks of the second secondary school. The study method is descriptive and content analysis type. The statistical population includes all the textbooks of the second secondary course that were published in 2020. Six book under the titles; "Defensive Preparedness", "Sociology", "Religion and Life", "History", "Cultural Analysis" and "Social Identity" with 16 book covers were purposefully included in the sample.The findings of this research show that in the textbooks of the second secondary course in the field of humanities, the most attention is paid to the component "Sacrifice and Martyrdom" with a frequency of 500 (29.2 percent) and to the components "Fighting with stonewalling and "Eclecticism" with 28 frequencies (1.6 percent) and "support for the underprivileged" and "awareness of the constitution" each with 12 frequencies (0.7 percent) have received the least attention, and in experimental fields and In mathematics, the components of "sacrifice and martyrdom" with 454 frequencies (26 percent) received the most attention, and the components of "supporting the needy" with 10 frequencies (0.57 percent) received the least attention. The abundance of the components "Belief in Imam Khomeini ", "Spirituality", "Awareness of the events and history of the Islamic Revolution" and "Fighting with stonewalling and eclecticism" in the content of the textbooks of experimental sciences and mathematics are significantly more than the textbooks of the field of humanities.

the present study aims at investigating the status of the components of spiritual health in 'heavenly gifts' textbooks in elementary school.

the research method is descriptive and of content analysis type. The statistical society consists of the elementary school textbooks entitled 'heavenly gifts'. Due to the nature of the study and the limited statistical society, sampling was not conducted and the whole statistical society was investigated. The research tool was the researcher-made content analysis whose validity was confirmed by the experts and its reliability was calculated to be 92 percent using William Scot's method. The processing of the data was conducted on the basis of Shannon's entropy.

the findings of the study show that in the aforementioned textbooks, the components of "prayer" and "faith in God" has the most frequency, and the components of "avoiding jealousy", "penitence", "thinking" and "avoiding arrogance" have the least frequency. In regard with the index of importance coefficient, the components of "hope", "enjoining good and forbidding evil", "affiliation with the Quran", "fulfilling one's promise", "patience", "penitence", "trustworthiness", "trust in God", "resorting", "relationship with blood relatives", "avoiding jealousy", "avoiding arrogance", "avoiding undue quest", and "avoiding backbite" have low importance coefficient. This shows improper distribution and diffusion of these components in those textbooks.

in the "heavenly gifts" textbooks, the components of spiritual health have not been properly and equally paid attention to

The aim of this study was to evaluate the "Innovation and Entrepreneurship Workshop" textbook in terms of attention to the components of entrepreneurship. The research method was content analysis. The study population included, Innovation and Entrepreneurship Workshop textbooks eleventh grade Secondary secondary school in school year 2020 Considering the nature and logic of the research, the entire text of the book was examined as an example. Measurement tool, self-made content analysis checklist Consisting of 13 Index was, the validity of the use of professional judgment (validity and content) determined using retest reliability 0.89 respectively. results using descriptive statistics were used in the process of Shannon entropy analysis. Based on research, "Innovation and Entrepreneurship Workshop", textbooks eleventh grade Secondary secondary school 270 times concepts of entrepreneurship, focused The index distribution of its importance. In this book, the component of "creativity and innovation" with 90 frequencies (37%) has received more attention and the component of "responsibility" with 5 frequencies (2%) has received the least attention. In terms of coefficient of importance index, the component of "success" with a coefficient of importance of 0.138 had the highest coefficient of importance and the component of "risk-taking" with a coefficient of significance of 0.027, had the lowest coefficient of importance.

The purpose of this study was to investigate the position of environmental components in the tenth grade textbooks in Iran. The research method was descriptive using content analysis. The statistical population included the books of the tenth Grade Schools, investigated totally without any sampling. A researcher-made content analysis inventory which was compiled by expert judgments and examined by descriptive indices using analytical process of Shannon Entropy, was employed to gather data. The result showed that:1. The frequency of environmental components in the tenth grade textbooks of humanities was 410, in natural sciences was 679 and in mathematics - physics was 535. 2- In the tenth grade textbooks of the humanities, component " Sanitation and Health" with importance coefficient of 0.181 was the most important dimension and component " population" with importance coefficient of 0.067 was the least important dimension. 3. In the tenth grade textbooks of the natural science, component " wildlife " with importance coefficient of 0.125 was the most important dimension and component "population" with importance coefficient of 0.008 was the least important dimension. 3. In the tenth grade textbooks of the mathematics, component "sustainable consumption" with importance coefficient of 0.141 was the most important dimension and components “problems of and threats to the environment”, and "population" with importance coefficient of 0.03 and 0.01, respectively were the least important dimensions.

Acquiring environmental awareness is the first step towards sustainability, and basically the condition for the future survival of humanity is environmental awareness, the ability to understand the principles of knowing the environment and living based on them.The purpose of this study was to investigate the effectiveness of the nature school's exploratory training method on environmental knowledge,environmental behavior and attitude ofelementary students at Kavikonj School of Natural Sciences in Mashhad. The validity of these instruments was approved by environmental education experts and professors.   The statistical population of the study consisted of all elementary school students in the academic year of 1396-97 in a number of 75 students. Of these, a sample of 50 students from the second baseline were selected by random sampling method was divided into two experimental and control groups. The experimental group was trained at the nature school during 10 sessions of 40 minutes. The data gathering tool included Ali and McAnneri's Achievement Questionnaire (2001), Don lop & Johnson Environmental Attitude Questionnaire (2001) and researcher-made Environmental Knowledge Questionnaire. The reliability of this Questionnaire was 0.85, 0.65 and 0.85, respectively. 0.79 was calculated. The validity of these tools was approved by environmental education experts and faculty.The findings were analyzed using descriptive statistics and covariance analysis. Discussion and The results  showed that the nature school's exploratory education has a positive effect on the environmental knowledge, environmental behavior and attitude of elementary students. Finally, compared to traditional education, it was found that exploratory education had the most impact on environmental behavior. After environmental behavior, there is an environmental attitude and, finally, the least has been the effect of exploratory training on environmental knowledge. As a result, using the environment can be considered as one of the approaches and components of success in teaching and teaching the content of different courses.

The purpose of this research is to investigate the amount of attention to the Components of Culture of isar (sacrifice) and martyrdom in secondary school textbooks. The research method is descriptive and the type of content analysis. The statistical population of this study is all secondary school books that published in 2020. Sixteen volumes were intentionally collected in the sample. Findings showed that the frequency of sacrifice and martyrdom components in humanities textbooks was 706 and in common textbooks of experimental and mathematical disciplines are 617. The result of the chi-square test showed significance of that difference. In general, the research findings indicate that in the secondary school textbooks, balanced attention has not been paid to the conceptual components of sacrifice and martyrdom.

The aim of this study was to investigate the efficacy of educational interventions on studentschr('39') critical thinking and Comparison of this effect in elementary, junior and high school students by using meta-analysis method based on the Hunter and Schmidt approach. Fifteen studies which were accepted methodologically and conducted within the last 10 years in Iran were included in the meta-analysis. The checklist of meta-analysis with 1222 participants were used. The results indicated that the effect size of educational interventions on studentschr('39') critical thinking was 0/43. The effect size in elementary, junior and high school students was 0/32, 0/45 and 0/61. Also, the results of modulatory analysis showed the efficacy of moderating variables in these interventions. Based on the results of the present meta-analysis, the effect of educational interventions on studentschr('39') critical thinking according to Cohenchr('39')s table was above average. This effect rate was evaluated moderate in elementary students, above average in junior high school students and high in secondary school students. The effect of moderating variables in elementary school was higher than the first and second secondary school.

Previous studies have confirmed the effect of reality therapy and spiritual-religious therapy based on Islamic teachings on enriching relationships and resolving marital conflicts, but no research has been conducted to compare effectiveness of these two therapeutic approaches on the two variables of quality and meaning of life in divorced female heads of households.

This is a quasi-experimental study with a posttest design. The statistical population included divorced women as heads of households, who were invited to cooperate in the study and were randomly assigned to three groups of reality therapy (30 people), spiritual-religious psychotherapy based on Islamic teachings (27 people) and control group (25 people). The dependent variables of the study were quality and meaning of life, which were measured by Life Meaning Questionnaire (PMI) and Walton Quality of Life Questionnaire. In this study, all the ethical considerations were observed and no conflict of interest was reported by the authors.

The results of one-way analysis of variance and the James-Howell post hoc test showed that both independent experimental variables had significant effects on the dependent variables compared to the control group, but there was no significant difference between the two experimental groups.

Significant effect of reality therapy and spiritual-religious therapy based on Islamic teachings in comparison with the control group on the quality and meaning of life in divorced female heads of households was confirmed in this quasi-experimental study, although no significant difference was observed between the two approaches.

This study seeks to investigate the place of the components of the jihadi education in first-grade junior high school textbooks. The statistical population of the study is all 42 textbooks of the first-grade junior high school in the academic year 2019-2020. Since the volume and content analysis of these textbooks were wide and extensive, from three grades three textbooks entitled Farsi, three textbooks entitled Payamhaye Asemani, and three textbooks entitled Motaleʻat Ejtemaʻi were selected as a sample for content analysis. The research method was content analysis through Shannon entropy method, in which the parts of analysis were all the pages of these textbooks (including texts, questions, activities, and images). The tools of this study are the content analysis forms, including two individual and social dimensions for jihadi education. According to the findings, the highest coefficient of importance (95%) in the textbooks Motaleʻat Ejtemaʻi is related to the component of ‘conscientiousness’ in the individual dimension, and the lowest coefficient of importance (0%) in all three textbooks is related to the component of ‘the spirit of hope in a society’ in the social dimension. The assessment of attention to the components of jihadi education showed that, in the content of the textbooks Farsi, Payamhaye Asemani and Motaleʻat Ejtemaʻi of the first-grade junior high school, relatively good attention has been paid to the components of jihadi education, but no balanced and comprehensive attention has been paid to the components of jihadi education in the contents of these textbooks.

The media  play a very important role in shaping the culture, values ​​and beliefs of people in society. In the new age, with the advent of satellites, Internet and virtual social networks, society and especially adolescents and young people are increasingly exposed to the onslaught of media messages. In such circumstances, the development of media literacy of individuals in society has become an important and necessary matter. Schools play a key role in developing students' media literacy. Accordingly, the purpose of this study was to investigate the harms and challenges of media literacy education in schools. To this end, 28 teachers and 3 media experts were interviewed by researchers. The results showed that issues such as "insufficient attention of textbooks to media literacy", "lack of media literacy of teachers and parents of students", "lack of educational assistance facilities in schools for education" Media literacy "," Use of passive methods in teaching media literacy in schools "," Lack of a native model of media literacy education "and" Incompatibility of media literacy content with local conditions are harms and challenges of teaching media literacy in schools.

The aim of this study was to investigate the efficacy of  Implementing of the Philosophy for Children on Students' Intellectual Skills by using meta-analysis method based on the Hunter and  Schmidt approach. Twenty seven studies which were accepted methodologically were included in the meta-analysis. The checklist of meta-analysis with 1485 participants were used. The results indicated that the effect size of the Implementing of the Philosophy for Children on Students' Intellectual Skills was 0.57 (p</0001). This effect size was 0.56 for elementary school and 62.6 for secondary school. This effect size for female students was 0 /58 and for male students  was0/45. Performing separate meta-analyzes showed that the effect of this program on the skill of questioning, intelligence, critical thinking and on creativity were 0/74, 0/56, 0.55 and 0/50. Also, the results of modulation analysis showed the effect of moderating variables in these interventions. Based on the results of this meta-analysis, the effect of implementing the philosophy program for children on students' intellectual skills according to Kuhn's table is high.

This research aims at examining and analyzing the content of primary and secondary school textbooks in terms of paying attention to the components of the duty of enjoining the good and forbidding the evil. The research method is descriptive and content analysis. The statistical population includes all primary and secondary school textbooks ,and the research sample includes six books of "Heavenly Gifts", "Social Studies", "Persian Literature", "Thinking and Research", "Heavenly Messages" and "Thinking and Life Style" in 27 volumes selected through purposive sampling. The research instrument was a researcher-developed list for content analysis. Face validity was used to establish validity, and William Scott's method was used to establish reliability. The research findings showed that in the textbooks of the first, second and third grades of primary school and the eighth grade of the first secondary school, the components of enjoining the good and forbidding the evil have not been mentioned whatsoever. In general, the findings of the study indicate that in the reviewed books, sufficient and balanced attention has not been given to the components of the duty of enjoining the good and forbidding the evil.

The purpose of this study was to investigate the environmental knowledge, attitude and behavior of municipal employees. In this descriptive-correlational study, 276 employees (208 males and 68 females) were selected from Yazd city municipality staff using probability sampling method and completed researcher-made questionnaires of attitude, awareness and environmental behavior. Data analysis using one-sample t-test, multiple regression, independent sample t-test and one-way analysis of variance revealed that employees' environmental awareness was lower than average but their attitude and environmental behavior were higher than average. Regression analysis showed that both attitude and environmental awareness were positive and significant predictors of environmental behavior. In addition, the level of education of employees was related to their environmental attitudes but was not related to environmental awareness or behavior. The more educated employees had a more positive environmental attitude. Employees' job experience was also correlated with their environmental behavior and employees with 10-20 years of job experience had higher environmental behavior.

The aim of this study is to study the junior high school textbooks in term of concern about dimensions of environmental ethics. The research method is descriptive of type of content analysis. The statistical population of this study is all junior high school books that published in 2019. Three book titles, "Social Studies," "Gifts of the Sky," " and " Empirical science," (9 volumes) were intentionally collected in the sample. A researcher-made content analysis inventory which was compiled by expert judgments and examined by descriptive indices in analytical process of Entropy Shannon, was used to gathering data .The result showed that in these books, components of the" recognition of nature as a divine creature and its proper use “with importance coefficient of 0.139, "Avoiding Environmental Pollution" with importance coefficient of 0.138, "tree planting and conservation of green space" with importance coefficient of 0.128, respectively were the most important dimensions and " biological diversity " with importance coefficient of 0.096, " The Perspective of Islam on Environment" with importance coefficient of 0.095, "Responsibility to Wildlife" with importance coefficient of 0.07, respectively were the least important dimensions. Hygiene and health" with importance coefficient of. There is no reference to "Animal Rights Observance “in none of the books.

The purpose of the present study is to investigate and analyze the attention to five principles of Islam (monotheism, prophecy, resurrection, justice and Imamate) in elementary school textbooks. The research method is descriptive and content analysis. The research population is elementary school textbooks published in 1977 and four titles of "heavenly gifts", "social education", "Persian" and "teaching the Qur'an" with 21 volumes were purposefully sampled. The results of this study showed that a total of 3325 times the concepts related to the principles of religion were mentioned. The highest frequency was related to the principles of monotheism (35.46%), prophecy (30.13%), Imamate (27.16%), resurrection (7.18%) and justice (06.06%). These results imply that the teaching of the principle of justice was neglected in elementary school. The principle of justice plays an important role in the effectiveness of the Islamic educational system. Therefore, it is necessary to include the principle of justice education in the elementary school curriculum.

The present study aimed to evaluate secondary school textbooks in terms of prevention components of substance dependence. The research method was descriptive and content analysis. The research population included all secondary school textbooks published in 1397. Sampling was not performed and all research community was surveyed. Data gathering tool was a researcher-made content analysis questionnaire whose validity was confirmed by relevant experts. The findings of the research showed that the frequency of the preventive approach components of substance dependence in the secondary school was 197 cases in the field of experimental sciences, 173 cases in the field of humanistic sciences and 165 cases in mathematic sciences. In the tenth and eleventh grades, insufficient attention was paid to the preventive approach components of substance dependence. Also, in secondary school textbooks, the elements of "crime and the laws related to substance dependence", "the history of substance use", "the role of colonialism in substance development" have not been mentioned. Accordingly, it is recommended to pay more attention to the preventive components of substance dependence in the secondary school textbooks (especially in the tenth and eleventh grades).

The purpose of this study is to analyze elementary school textbooks to see how much they take the educational components of Letter thirty-one of Nahj al-Balaghah into consideration. The research method is descriptive and content analysis type. The statistical population of the study consists of all the elementary school textbooks published in the 2018-2019 school year. Fifteen versions of three books titled Hediyehaay-e Aseman (gifts from heaven), Farsi (Persian language), and Motale’at-e Ejtemaaee (social studies) were chosen through purposive sampling. The findings of the study show that in elementary school, the educational components of the Letter thirty-one of Nahj al-Balaghah are mentioned 315 times in total. In elementary school, "accepting the leadership of the prophets and their successors" with 75 frequencies, "knowing God, God’s oneness (tawheed), monotheism and remembering God " with 60 frequencies, "doing the obligatory acts" with 29 frequencies, "praying and asking God" with 21 frequencies, "doing good to others" with 19 frequencies," "acquiring useful knowledge" with 15 frequencies, "knowing the neighbors and respecting them" with 13 frequencies, "knowing the manners of friendship and respecting the rights of friends" with 13 frequencies are the most mentioned components. Besides, the components of "the necessity of remembering death" "trusting God", ”avoiding miserliness", "avoiding greed, avarice, following desires, and trusting the wishes", “learning lessons from the events of the time and history", "considering the self a yardstick against which others are to be judged", and "moderation in affairs" are not mentioned at all.

Rationalization and utilizing the power of thought and wisdom have valuable educational effects in various aspects of human personality, as they are considered as the main axis of education. The study of verses and narrations shows that the effects of rationalization have been taken into considerations in all dimensions. The purpose of this article is to study the Islamic principles of rationalization.

In this research, the descriptive-analytical method has been employed and the library sources and verses of the Holy Quran and the hadiths of the infallibles were employed.

Findings and results:

Obedience to the right and avoidance of oppression, deepening and reviewing the consequences of affairs, ascetic to the world and the pursuit of the other world, rational doubt and consultation with others, the proper understanding of the world and the other world, loving knowledge, foresight, charity, learning lessons from events and moderation in the demands are some of the effects of employing wisdom in the Islamic lifestyle. Self-admiration, considering oneself of not requiring the intellect of others, companionship with the ignorant, excessive greed and avarice, worldliness, arrogance, dreams, excess in humor, excessive play (entertainment), following self-will, covetousness and rage are the calamities of wisdom. The sacred religion of Islam, while admitting the power of reasoning, has also taken into account the limitations of reasoning. At the sight of Islam, reason without recourse to revelation is ineffective. Accordingly, wisdom flourishes in the light of the guidance of religious teachings, and can get rid of other human forces, such as anger, lust and feelings, and take control of them in a higher position.

The purpose of this study is to study the elementary and secondary curriculum components of media literacy components. For this purpose, approved goals and textbooks were examined by content analysis method. The findings of this study showed that the goals of the elementary period were considered to be the access component, but the components of "use", "critical understanding" and "message generation" were not considered. In the goals approved by the first and second secondary schools, The components of "access," "use," and "critical understanding," are not considered, but the component of "message generation" has not been considered. In the first to fifth grade elementary textbooks, there is no mention of media literacy education. In the sixth elementary element, the access component is considered and other components are not considered. At the seventh base, attention has been paid to the components of "access" and "critical understanding", and the components of "use" and "message generation" have not been considered. At the eighth point, all components have been considered. At the ninth, components "Access" and "use" are neglected and other components are neglected. In the second secondary school at the foundation of the tenth edition of the book "Thinking and Media Literacy" has been addressed to all aspects of media literacy. Given the limitless spread of satellite networks and virtual social networks, it is recommended that in elementary and secondary schools curriculum the teaching of components of media literacy, especially the components of "critical understanding" and "production of message" Pay more attention.

The purpose of this research is to investigate the amount of attention to the Components of revolutionary identity in primary and junior high school textbooks (first to ninth grades). The research method is descriptive and the type of content analysis. Content analysis is a research method for studying communication artifacts. Social scientists use content analysis to quantify patterns in communication. Practices and philosophies of content analysis vary between scholarly communities.The statistical population of this study is all primary and junior high school books that published in 2017. Four book titles, "Social Studies," "Gift of the Sky," "Farsi" and "Quran Teaching," (33 volumes) were intentionally collected in the sample. The statistical population of this study is all primary and junior high school books that published in 2017. Four book titles, "Social Studies," "Gift of the Sky," "Farsi" and "Quran Teaching," (33 volumes) were intentionally collected in the sample The main results of the research show that, in total in the elementary period, 538 paragraphs refer to the components of revolutionary identity. The most attention was paid to the components of "sacrifice and martyrdom", "belief in Imam Khomeini", "negation of domination and anti-Semitism", "awareness of events and history of revolution", The other components have not been sufficiently considered. In the junior high school books, 686 items have been referred to the components of revolutionary identity. The most attention was paid to the components of "sacrifice and martyrdom", "awareness of events and history of revolution", "belief in Imam Khomeini", "negation of ordinary domination and arrogance, and awareness of the constitution" and The other components have not been sufficiently considered. It is suggested that the curriculum of the first to ninth grade be reviewed based on the components of revolutionary identity.

The purpose of the present study is to analyze the textbooks of primary and secondary schools of the first and second grades in view of the components related to Imam Reza (AS). The research method is descriptive and content analysis type. The research community includes all of the first to twelfth grade textbooks (published in 1397), and 33 volumes textbooks were targeted in the sample. The research tool is a researcher-made content analysis checklist. Research results show that:1- In elementary school textbooks, 83 elements related to Imam Reza (AS) have been considered. The fourth grade with 53 abundances (63.9%), The sixth grade with 15 abundances (18%), The second grade with 13 abundances (15.7%) and fifth grade with 2 abundances (2.4%), More attention has been paid to the components discussed and the first and third grades have not mentioned any components related to Imam Reza (AS). 2- In the first secondary school, 75 elements related to Imam Reza (AS) are considered. The seventh grade has 65 abundances (86.7%), the ninth grade 6th frequency (8%) and the eighth grade 4th abundance (5.3%). 3- In the second secondary school, 31 items have been considered related to Imam Reza (AS). In this period, the eleventh grade of the 17th frequency (55%), the twelfth grade was 10 abundances (32%) and the tenth grade has 4 abundances (13%).