جستجوی مقالات مرتبط با کلیدواژه "دروس معارف اسلامی" در نشریات گروه "علوم انسانی"

The main purpose of this research is to analyze the professional qualifications and competences of Islamic education professors in three scientific, behavioral and methodological dimensions. This research was conducted with qualitatively using a phenomenological approach. The participants in the research included all the students of Kashan University, and by using the purposeful sampling method, the narratives and experiences of 22 of them were collected, organized and analyzed in accordance with the principle of theoretical saturation. The data collection tool was a semi-structured in-depth interview, during which an attempt was made to document the lived experiences of the students regarding the professional qualifications of Islamic education professors. The seven-step Colaizzi method was used to analyze the research data. The findings showed that the professors of Islamic education courses are in a good and favorable situation in terms of behavioral and moral characteristics. In terms of scientific or specialized qualifications, although there are relatively suitable conditions, it is necessary to have more scientific capacities and preparations. Finally, in terms of teaching method, considering the existing challenges, there is a serious need to improve their capabilities in the field of using various teaching methods. Increasing the effectiveness of Islamic education courses in achieving their goals requires the promotion of professional qualifications in the three dimensions mentioned, especially scientific aspects and teaching methods.

Scientific findings on the Islamic knowledge lessons at Iranian universities indicate the fact that, in spite of some success in reaching their aims, there are criticisms of their content and the way they are presented. According to some studies, doing those lessons has failed to reinforce students’ moral behavior, to answer their need for religious identification and behavioral needs, and to have them acquire practical ways of living a religious life, whereas the incorporation of the lessons into general lessons had aimed at influencing students in cognitive, psychological-emotional and behavioral areas. Lifestyle knowledge is an interdisciplinary field with different psychological, sociological and religious approaches. This knowledge, given its unique features, can play an unparalleled role in making the Islamic knowledge lessons cohesive, effective, and efficient. Using the analytic-descriptive method, the present study seeks to explain the most important reasons for this claim and reveal the capacity of the lifestyle knowledge in designing Islamic knowledge lessons.

The purpose of the present research is to study viewpoints of student teachers about methods of teaching theology courses at Farhangiyān university. The research method is quantitative survey and the statistical population consists of 1711 students at Frahangiyān university in Arak among whom 313 members were chosen by multistage stratified sampling. For data collection, Halimi Jelodār Questionnaire (2015) was used. The results show that 83% of student teachers assume that using modern methods is necessary for teaching Islamic theology. Besides, they are interested in the adaptation of Islamic theology courses and teaching them based on their own specialized majors. 27.7% of students consider the quality of Islamic theology textbooks as average and evaluate the performance of their professors to be 46%. Student teachers demand profound and practical education of the above courses and emphasize on some elements such as analysis as well as criticism of subjects for the improvement of students.

This research is conducted with the aim of investigating the effect of the educational environment of Islamic education courses on strengthening the social capital of students. The issue of social capital is one of the necessities of the current era, and Islamic education courses offered in universities can be the basis for strengthening this element among the new generation.
Based on the purpose, the current research is an applied research type, and in terms of its nature, it is a part of descriptive-correlation research and is considered a field branch. The statistical population of the current study is all the students of technical and engineering faculties and basic sciences of Lorestan University, who chose one of the Islamic education courses in the academic year of conducting the research, and their number were 300.
The findings show that the educational environment of Islamic education courses has a positive and significant effect on the social capital of students.
the educational environment of Islamic education courses can positively affect students' social capital as an influential variable; meaning that by trying to improve the educational environment of these courses, students' social capital including structural, cognitive and communication capital can be strengthened.

The purpose of this paper is to investigate the rationale of offering Islamic thought courses at the undergraduate. One of the main elements of curriculum planning is explaining the logic and necessity of each lesson. This article, while examining the necessities of presenting Islamic thought courses with a qualitative approach and descriptive method, achieved the following results during a semi-open interview with 34 instructors of education and 32 students. Teachers and students agree on the need to provide education courses in the following cases:1- Enhancing insights, education and strengthening of intellectual and doctrinal foundations. 2- Training to improve the superior style and standard of living. 3- Communicating with teachers and religious scholars and following their example. The next two categories were considered only by instructors of thought. 1- The need to be in harmony with the world education system. 2- Implementation of upstream documents and Islamization of universities. Proposal: The institution and the department of education, a group composed of representatives of the institution, the department of education, students and one of the professors related to the subject; Under the supervision of a curriculum specialist, review and re-plan education courses based on research findings.

Goal: 

The goal of this research was meta-analysis of the research results about Islamic education courses of universities and higher education institutions of the Iran.

The research approach was quantitative and the research method was meta-analysis. The statistical population consisted of all the research conducted on Islamic education courses between 1392-1399 SH. The statistical sample was all the researches that qualified for quantitative meta-analysis assumptions. The measuring tool was the checklist of the criteria of the eligible articles for meta-analysis. To determine the validity of the tool, the checklist was given to three experts in measurement who had at least one experience in meta-analysis, and the validity of the tool was confirmed. To analyze, the questions, the heterogeneity test, Hedges g index and fixed and random model were used. The data were analyzed using CMA 3 software.

Based on the results of the study heterogeneity test, the null hypothesis of study heterogeneity was confirmed. Also, the I2 index showed the effect of heterogeneity of studies on 97.33% of the total changes. The effect size and Z calculated for 15 variables from 22 were significant at the alpha level of 0/05. The largest effect size based on the Hedges g index was related to the religious attitude variable with an effect size of 1/488, followed by the professors’ variable with 1/450, then the interrelation between the professor and the student with 1/215. The overall effect size for studies in the fixed and random model was at the medium level, which indicated the relationship between the variables and the effectiveness of Islamic education courses.

Based on the results, the three factors of religious attitude, professor and mutual relationship between professor and student had the greatest effect on the effectiveness of these courses. Therefore, based on the results of the meta-analysis and by insisting on the identified factors related to the effectiveness of the curriculum of Islamic education courses, the necessity of rethinking and transformation in the curriculum of Islamic education courses should always be one of the main concerns of the policy makers and designers of the Islamic education curriculum.

The present study was conducted with the aim of improving the quality of higher education in Islamic education from the perspective of professors and students in post-corona by descriptive survey method. The statistical population includes professors and students of Islamic education courses in national universities. 354 professors and 384 students were selected as a sample by random sampling method. Data were analyzed based on descriptive statistics and T-test using Spss22 software. Findings show that adapting the content of curricula and educational programs, providing physical infrastructure of universities, improving the level of capabilities and abilities of professors, a fundamental review of teaching methods and delegating authority to teachers in education And research, the job status of teachers of Islamic education courses in the future, highlighting the role of Islamic education courses in removing students' skepticism, the need to synchronize the processes of teaching and instructing teachers and determining the position of professors of Islamic education in the goals of the Islamic Revolution have high priorities. Also, the opinion of the statistical sample group is that the classes should be continued in combination (present and virtual). With the implementation of this research, we can take a step towards achieving the educational goals and appropriate policy-making in the group of Islamic education courses of universities.

The purpose of the research is to examine the nature and characteristics of Islamic education curriculum elements.

The research approach is qualitative and it is applied from the point of view of the objective and the basic qualitative method.  The research community is all universities and government higher education centers of the country. The participants were 30 different experts, including the respected officials of the Supreme Leader in universities, the educational assistants of the Supreme Leader in universities, the respected managers of Islamic education departments, faculty members and invited professors of Islamic education courses as well as 10 researchers from two areas of curriculum and Islamic education courses. The sampling method was criteria-based (using theoretical knowledge and practical experience). The measurement tool was a semi-structured interview. The coding method (selective, organizing and open) is used to analyze the data. To determine the validity of qualitative data, the four indicators of Lincoln and Guba including (credibility, transferability, dependability and verifiability) were used.

Based on the results of the research, 10 following selected themes were identified and extracted:  logic, purpose, content, educational resources, Teaching-learning strategy, learning activity, grouping, space, time and evaluation.  24 organizing themes   were also identified as follow :  program reasons  , cognitive goals, affective goals, psychomotor goals, organized content, situational content, single-source educational materials, multiple resources, direct teaching - learning strategies, indirect teaching-learning strategies, individual activity, group activity, in-class activity, out-of-class activity, subject grouping, grouping based on ability level, physical space, psycho-social space, safe space, fixed schedule, flexible schedule , evaluation before training, evaluation during training and evaluation after training. On the other hand, 128 basic themes were identified and extracted for the nature and characteristics of desirable elements of Islamic education curriculum.

Based on the extracted characteristics, it is possible to provide the basis for the comprehensive development of the curriculum of Islamic education courses and to increase the level of attractiveness and efficiency of the curriculum and most importantly, the level of satisfaction of the students.

The purpose of the research is to investigate the current situation of the nature of ten elements of the Islamic education curriculum from the perspective of students and teachers of Islamic education courses.

The approach of the research was quantitative. The research was applied in terms of purpose and descriptive survey type. The statistical population of the research included all students of the 8th semester of the bachelor’s degree from universities and institutions of higher education in the country and professors of Islamic education courses. The sample size of students based on the stratified sampling method and the sample size estimation table of Kerjcei and Morgan with the application of a factor of one and a half was 535 people and the sample size of professors was 214 people. The measurement tool was two questionnaires made by the researcher for students and professors. To calculate the content validity The CVR method or Lawshe coefficient was used for the tools and the reliability of the tools was calculated as 0.89 and 0.78 respectively, and Cronbach's alpha test was used to calculate the reliability of the tools and the reliability of the tools was calculated as 0.86 and 0.81 respectively. Descriptive statistics indicators including frequency, percentage, mean and standard deviation, normality test of data distribution (Kalmogrov-Smironov) and one-group t-test were used for data analysis.

The results showed that from the point of view of students and professors, the current situation of the ten elements of the curriculum was lower than average and very weak.

the authors of the survey conclude that by identifying the current state of all curriculum elements while obtaining a realistic picture of the past and present, it is possible to draw the desired state of curriculum elements in the future.

Islamic education courses in universities are taught with the objective of transforming students into religious people by imparting a coherent and efficient system of knowledge that enhances their individual and social behaviors. To accomplish such a goal, classroom content must be matched with the needs of students. On the other hand, practical theology attempts to explain the role of religion in everyday life and to show how it can be used to overcome individual and social problems. A research is therefore needed to answer the key question: Can the topics of Islamic education courses be revised with a practical theology approach in order to improve their effectiveness? To improve the effectiveness of Islamic education courses, it is necessary to first examine the needs and priorities of students. As a matter of fact, by aligning these needs with the practical theology approach, we can both motivate and improve the effectiveness of these courses. To this end, a study was conducted at Sharif University of Technology to determine the priorities of undergraduate students on various topics that could be discussed in Islamic education classes. According to the results, students gave priority to the social issues (women's rights, the need for hijab in Islamic societies, boy-girl relationships, freedom, and the issue of peace and violence in Islam) from the five topics discussed in the questionnaire (doctrinal, moral, interpretive, social, and family issues). There was no significant difference between the other four topics. Therefore, revising the topics of Islamic education courses with a practical theology approach can improve the effectiveness of these courses and convince the students better.

The main question of the present study is, "What is the perspective of students and professors of Islamic education courses regarding the situation of higher education in the Corona period?" The present study was conducted to investigate the views of students and professors of Islamic studies on the situation of higher education during the Corona. The present research method is a descriptive survey. The sample size of 354 professors and 384 students with Cochran's formula and random sampling method was selected from the statistical population of professors and students of Islamic education courses in national universities. Data analysis was performed based on descriptive statistics using SPSS22 software. Research findings include; 1) the attitude of professors and students towards the online teaching method is positive, and they also prefer virtual teaching for teaching in future semesters. 2) The difficulty of interaction between professors and students is the main problem of e-learning in the Corona era based on the views of professors. Also, definite students consider the Internet as their main problem in the Corona era. 3) Students' evaluation of the courses held by the Representation of the Supreme Leader is positive; however, it should be considered that according to the professors, the courses held by the Representation of the Supreme Leader have not been evaluated positively because students cannot participate in the exam. But get a certificate of participation in the test.4) There is a relationship between the type of university and the method chosen for teaching by the Department of Islamic Education professors. Since we are entering new coronary peaks with a high number of patients, the research findings can be used in the policy of teaching Islamic education courses in the coming semesters

Islamic Thought 2 course is one of the courses offered by the department of Islamic studies for undergraduate students. The purpose of this research is to investigate the educational needs of the students of University of Isfahan in Islamic Thought Two.

The method of the research is quantitative survey and applying questionnaire among 376 students of University of Isfahan. Cronbach's alpha correlation coefficient was used to ensure the reliability of the research tool. Cronbach's alpha coefficient of the questionnaire (including 29 items) was 0.93.

The research findings showed that the students in the course of Islamic Thought Two feel more need in the subjects of Mahdism (messianic researches) , the period of advent and the miracle of the Qur'an. The priorities of male and female students and the priorities of students of different faculties are different in the topics of this course. There is a relationship between some subjects and gender and the faculty where the students study.

The results showed that in order to make the course of Islamic Thought two attractive and effective, in compiling the lesson plan and preparing the educational content, it is necessary to pay attention to the gender and the faculty of the students. Practical suggestions have also been presented.

The purpose of this study is to investigate how Professor Mohammad Taqi Jafari uses the works of world literature writers in explaining religious and moral issues. The method of this research is library-based and descriptive and its scope includes: Sharh Masnavi Manavi, Sharh Nahjul Balagha and Jafari`s art books. Findings show that the most frequently used works in this area by Professor Jafari has been those of Tolstoy and Victor Hugo, and on the other hand the works of people such as: Sadeq Hedayat, Kafka, etc. have not been used, because Professor Jafari believes that these works are in the field of absurdist literature. Also, considering that the description of Masnavi was written before the description of Nahj al-Balaghah, they have been overlapped in the use of literary examples and in some cases they are the same. It is suggested that considering the fact that among the commentators and commentators of religious sciences, no one like Mohammad Taqi Jafari has used literature and art in explaining religion, his works should be used more in the books of Islamic education departments of universities.

The Effect of Islamic Education Courses on Students' Religious Attitude and Motivation Reading and redefining the goals and functions of Islamic education courses and reviewing the methods of presenting these courses to make them as efficient as possible to meet the needs of new generations and transmit the values of the Islamic Revolution to them are of significant importance. The present study has been conducted with the aim of strengthening the scientific process of policy-making and illustration of Islamic education courses in the future perspective. Thus, the present study aims to examine the attitudes and motivations of students towards Islamic education courses to determine the extent to which they have succeeded in elevating students’ beliefs and political insights and what changes should be made to improve content and performance? The research method is descriptive-survey and its approach is also applied accordingly. Among the 95 undergraduate and pre-1900 undergraduate students, 319 students were selected as the research sample based on the Cochran sample size by random sampling method. The data collection tool was a researcher-made questionnaire and the obtained data were used using descriptive and inferential statistical indicators in the software environment were analyzed. The results showed that the situation of the course content is not in a good situation, contrary to the performance of the teachers. Therefore, it is necessary to pay attention to solutions such as floating texts of educational courses, matching educational courses with the field of study, quality of the curriculum, reviewing and updating the content and using experienced professors and attracting faculty to apply content of Islamic education courses.

One of the most important educational goals in teaching the Islamic teachings is to improve the level of knowledge and faith of the students by providing appropriate educational content. To achieve this goal, various educational methods can be suggested. According to the present writer, “Guidance-based teaching method” as one of the subsets of active teaching methods is one of the most effective teaching methods that as a complement to the teaching method can be effective in changing attitudes and achieving cognitive and emotional goals of students in the field of Islamic teachings. Employing an analytical-descriptive method based on the stages of guidance and propagation in the Koran and the conducts of Ahl al-Bait (AS) and with the audience-knowing approach of today’s students, this research contends that any guidance and propagation activity of Islamic teachings teachers will be effective only when in addition to having the techniques of educational psychology, they are the true guides in all the details of the threefold process of Koranic guidance and invitation correctly including wise invitation, the good sermon, and the good debate.

The main theme of the article is to analyse the damages and at the same time to find effective strategies in Islamic Education Courses at Shiraz Medical Sciences University.

The present study is conducted in a sectional way on 241 students of Medical Sciences of Shiraz University in the second academic semester of 2016-2017, who have taken the courses of Islamic Sciences 1 and 2 and the subject of the interpretation of Koran. All the tested ones answered the questions through the tools of research in two parts ;(1) the questionnaire of demography for the evaluation of age, gender, and the academic semester. The data was analyzed through the use of descriptive methods by the software spss-19.

The results of the research in four dimensions of the questionnaire indicated that in terms of content and educational texts, structural area, prioritizing the goals, and the field of professors, there are some suggestions in this research for providing a solution and modifying them.

By solving the problems of the study courses of Islamic education, it is possible to orientate and target learning science, became effective in specialized fields and motivating students.

The present study aims to focus on the intellectual priorities of students in sharif industrial university and study the subject in the titles of Islamic teachings programs and the nature of this study is applied research.

The method of the article is descriptive and the data is collected by a questionnaire. Statistical population of the research is undergraduate students of Sharif University. To examine the reliability of the measures, Cronbach, s formula is used and 356 students are randomly selected.

The findings of the study indicate that analyzing the contemporary social problems is the first priority of the students. On the other hand there is no significant difference among other mentioned problems in questionnaire such as related objects to theology, family and life style, ethics, and finally philosophy.

Since contemporary social problems are the first priority of the students therefore the results of this study suggests a serious analysis about contemporary social problems.

The aim of this study is the evaluation of the amount of the satisfaction on the part of Shiraz Medical Sciences University students with the Islamic Sciences courses (the Islamic Revolution, the history of Islam and Islamic Ethics). This study is conducted on students of Shiraz Medical Sciences University in the first semester of 2016-17 academic years that had chosen the courses of Islamic Revolution, the history of Islam and Islamic Ethnics as a general course in a sectional manner.

The ones tested were chosen in a cluster sampling way. 816 students were selected as samples. In order to study the learning and educational environment, the DREEM Educational space evaluation questionnaire was used.

The findings of the study suggest positive evaluation on the part of students regarding the educational environment and the effectiveness of the Islamic Sciences courses. In addition, there is a significant difference between the scores of males and females in some aspects of the evaluation of the educational environment.

The authors of the article conclude that understanding of students regarding the educational environment of the Islamic Sciences is positive. However, in terms of the social aspects and their own knowledge development, they need more improvements. In this regard, modern educational methods including the method of need-oriented and participation on the part of students in class discussion in addition to making the educational content applicable could be used. Making use of experienced consultant professors at universities and providing for the needed educational facilities can be of great help to improve the understanding on the part of students of social situations.

The present study aims to identify educational significances the twenty-fifth prayer of Sahifeh Sajadieh to be used in designing of intended curriculum of Islamic Theology. The research method is descriptive-analytical. To collect the data necessary for the purposes of the research, the text and translation of this prayer as well as other anatomical sources were gathered using the forms of snippets from the sources and analyzed through qualitative methods. According to the finding, in the twenty-fifth prayer of Sahifeh Sajjadiyeh, some of the educational attributes can be derived and extracted in a precise and precise manner: To ask God for help, to employ piety, to focus on true affection, to be obedient, to recognize the enemy (the devil), to make use of intuition, to delegate responsibilities to students, to pay attention to moral development, to seek pure sustenance, and to pay attention to physical education. Curriculum planners can use these educational significances by adopting strategies proposed by researchers in designing the objectives, content, teaching methods, and the evaluation of the curriculum designed for Islamic Theology.