جستجوی مقالات مرتبط با کلیدواژه « محتوای آموزشی » در نشریات گروه « علوم انسانی »

The purpose of this research is to compile and validate the curriculum of religious education in the preschool period. The research method is applicable in terms of purpose, mixed (qualitative-quantitative) in terms of the type of data, and is a sequential exploratory combined approach. The statistical population in the qualitative section includes 16 curriculum studies experts, Islamic education experts, and instructors of this course; and in the quantitative section, it includes 200 preschool children. Sampling was done purposefully and according to the theoretical saturation of the data. The tools of data collection are semi-structured interviews and questionnaires. Theme analysis was used to collect information in the qualitative stage, and structural equation modeling in the quantitative stage. The data obtained from the interviews were analyzed using Nvivo version 8 software in the form of thematic analysis-based, inductively on the "theme network" technique, and during the stages of coding (open, central and selected), and the proposed model of religious education for preschool children was compiled and its assumptions were used to prepare a survey questionnaire in the quantitative stage and evaluate its validity. To ensure the validity of the instrument, expert consensus was used using Delphi method and Cronbach's alpha method was used to determine reliability (α = 0.83). The data were collected with convergent validity (AVE > 0.5) and composite reliability (CR > 0.7), and were analyzed by PLS software to validate the model from structural equation modeling using partial least squares. The results showed that the identified characteristics can predict religious education curriculum components in a favorable way (R2=0.552). Finally, the fit of the overall research model was confirmed (GOF=0.438).

The aim of this study was to examine the manifestation of a virtuous life (Hayat Tayyibah) in each of the six dimensions of elementary educational content. This research employed content analysis using the three-stage Shannon entropy method. The statistical population included the content of the social studies curriculum for elementary education in Iran for the academic year 1402-1403, encompassing four textbooks, all of which were selected as the sample through census sampling. The research instrument was a checklist designed based on the opinions of 13 experts in each of the six educational dimensions. The reliability was confirmed using Holsti's method (0.89), and the validity was ensured through expert opinions and prolonged engagement with the research. The results showed that among the 1069 instances related to Hayat Tayyibah, the political and social dimension had the highest frequency with 378 instances (35%), while the artistic and aesthetic dimension had the lowest frequency with 60 instances (6%). Shannon entropy analysis further confirmed that there is no balance or proportion among the subcomponents of Hayat Tayyibah within each of the six dimensions. Additionally, although the frequency of Hayat Tayyibah components in social studies textbooks is nearly equal, their importance coefficients vary. The concept of Hayat Tayyibah in both worldly and hereafter life in Islamic culture is so significant that all aspects of life should be organized based on it. Therefore, the content of elementary textbooks in this domain requires serious review and revision. However, these instances are not equally and uniformly distributed across the six educational dimensions.

This research was conducted with the aim of investigating the educational expectations of teachers, parents and classmates from the educational content of e-learning in the elementary school of Ashnoye city..

The current research was applied in terms of purpose and analytical survey research in terms of method. The statistical population of this research included all 1221 sixth grade students of Ashnoye city. 281 people were selected by random sampling with the help of Karjesi and Morgan’s table. In this study, a researcher-made questionnaire based on the educational expectations of teachers, parents and classmates was used. In order to estimate the validity of the questionnaire and the questions asked in it, from the point of view of the supervisor, experts and professors familiar with the research subject and the questionnaire, the reliability of this tool was calculated as 0.70 using Cronbach’s formula. The statistical analysis method of this research is using correlation t test.

Considering the findings from the assumptions and results obtained from the table, there is a significant difference between the educational expectations of teachers, parents and classmates regarding the educational content of e-learning. E-learning creates interaction between the teacher and students, which in turn increases the motivation to learn and remember information in students.

The results confirm that the educational attitudes and expectations of teachers, parents and classmates regarding the educational content of e-learning. E-learning has a huge difference, which weakens the interaction of the educational system components with each other and reduces the efficiency of e-learning, therefore, it is necessary for all components to be connected with each other in order to synergize learning

Identifying, accessing, and evaluating course content, along with the skills of extracting, reasoning, and inferring, lead to the organization and presentation of materials in teaching. The purpose of the current research is to enhance the educational content of Bruner's curriculum by incorporating information literacy skills and critical thinking.
The current research is fundamental in terms of its purpose and has conducted using with the comparative qualitative content analysis method, with a directional approach. Research data has been collected in six stages through the study of library documents. The validity of the current research is based on content and reliability, utilizing library texts and documents. The reliability is ensured through a detailed description of steps and information analysis, as well as the principle of verifiability by maintaining documents related to different stages of the research. Finally, the principle of accuracy is intended to convey the research results accurately and in detail.
The research findings indicated that the ability to identify information needs and analyze effectively empowers learners to respond to both typical and atypical questions within the content. The skill of obtaining the required information and the ability to infer encourage learners to engage critically with the content, prompting them to problematize and build upon previous concepts at the start of the lesson. The ability to critique and evaluate information sources, along with inferential reasoning skills, can transform content from simple to complex by presenting new concepts in a prominent and specific manner. The skill of optimal utilization of information sources and the ability of inductive reasoning are essential for learners to comprehend concepts by identifying similarities and differences, promoting practical guessing based on the content. The skill of complying with legal and ethical principles in information use, along with the skill of evaluation, fosters awareness in learners and lays the foundation for active participation, teamwork, self-direction, and independence.
Learners in the process draw based on the fourteen cases of the educational from of curriculum, integrating the skills of information literacy and thinking. This integration helps them thinking, establish connections relationships information the information in their leading leads enhanced greater understanding, learning, learning the assimilation of new achieving content concepts. new. It is suggested to enhance the educational content of Bruner's curriculum by incorporating critical thinking skills and information literacy.

Since learning of prepositions is considered one of the challenging areas of language teaching and learning and some researchers believe that these meanings are created randomly and the only way to learn them is to memorize these meanings, the present study tries to use the Cognitive lexical semantics approach to obtain the semantic network of the preposition "be" and then provides a coherent content to teach the multiple senses of this preposition in various structures and contexts. Also, in this research, the features of the curriculum of teaching prepositions with a cognitive approach are presented and a textbook focusing on prepositions is proposed. The educational content compiled for this preposition was taught to two classes of 15 female intermediate Farsi learners, in such a way that for the experimental group, a lesson was prepared with a cognitive approach, but in the control group, the lesson was taught in a traditional way. Then, in a test, the understanding and application of various concepts of the preposition "be" were measured. The obtained results show that the experimental group performed better than the control group. These results show that such content and lesson plan, which is based on the visual schema of prepositions, helps a lot to understand and learn the multiple senses of prepositions in the form of a radial category.

Prepositions play a significant role in language as they join words and phrases in a sentence. prepositions have traditionally been seen as unpredictable, implying that the best way to learn them would be through rote learning. Cognitive approach in the other hand, argues that the distinct meanings associated with a particular preposition are systematically related in principled ways, which may have important ramifications for second language instruction.
One of the challenges facing cognitive semanticists is to explain how polysemy is formed, because in this view, it is assumed that linguistic categories are basically no different from other types of categories and are organized by the same general cognitive mechanisms. Based on this approach, sub-concepts branch off from the meaning of the prototype. The semantic network for a lexical element can include several different meanings that are related to each other and each of them may have different meanings. Also, the semantic network predicts the emergence of concepts that are part of the main or secondary meanings. The process that connects these primary and secondary meanings is called chaining (Evans and Green, 2005: 332-333).
Language teachers and researchers (e.g. Selce-Murcia & Larsen-Freeman, 1999) have found that learning prepositions poses major challenges for language learners. One of the reasons for this is that it is difficult to describe the meaning of prepositions. In addition, prepositions have wide and complex meanings (Tyler, Muller, & Hu, 2011); Even the best dictionaries and grammars offer multiple meanings of prepositions, mostly arbitrarily. Traditional grammars have shown the meaning of prepositions are unrelated to each other (Bloomfield, 1933; Frank, 1972; Chomsky, 1995); As a result, memorization is often suggested as the best way to learn the different meanings of prepositions.
Tyler and Evans (2003: 45-47) propose criteria for determining the prototypical meaning of prepositions, which in their research are considered as criteria for determining the primary meaning within the semantic network:A: Earliest attested meaning
B: Predominance in the semantic network
C: Use in composite forms
D: Relation to other prepositions
E: Grammatical prediction

The research was conducted in four stages. At first, we extracted the meanings of the preposition "be" and investigated them. In the second step, we found the prototype meaning of the preposition by the criteria of Tyler and Evans (2003), and drew its semantic network. In the third stage, we developed a material for teaching this preposition. In the fourth stage, in order to evaluate the effectiveness of the cognitive approach in teaching the Persian prepositions, we selected 30 virtual intermediate level Persian learners of Qom State University, 15 of whom were selected as the experimental group and were taught cognitive educational content, and the other 15 were selected as the control group and were taught prepositions in the traditional way. At first, the students completed a questionnaire related to the level of familiarity with the Persian language, in order to eliminate heterogeneous samples from the experimental and control groups. Next, both groups participated in a pre-test to ensure that their language level was not above or below the intermediate level. Then, the control group was taught the preposition "be" in the traditional way, while the teaching of these prefixes was done to the experimental group in a cognitive way. Then, all Farsi learners participating in the research took part in the post-test and the obtained data were analyzed. The independent variable in this research is teaching Persian prepositions based on the cognitive linguistics approach and the traditional approach, and the dependent variable is learning the concepts of preposition "be".

In order to investigate the effect of using the cognitive approach in teaching the preposition "be", in the learning process of Persian students, a sample lesson designed to teach the various concepts of this preposition was used in Qom State University. In the pre-test, the experimental group had an average score of 17 and the control group had obtained an average score of 17.13. The experimental and control groups obtained almost similar results in the pre-test. After teaching the various meanings of the preposition "be", a post-test was conducted to measure the understanding and application of the various concepts of this preposition, by Persian students of two groups, and the resulting data were analyzed. In this test, the highest score of the experimental group was 20 with a frequency of 6, and in the control group, the highest score was 19 with a frequency of 1. The lowest score in the experimental group is 18 with a frequency of 4 and the lowest score in the control group is 16 with a frequency of 3. According to the calculations, the average scores in the experimental group was 19.13 and in the control group was 17.20 and the standard deviation in the experimental group was 0.83 and in the control group was 0.94. According to the obtained results, it seems that the experimental group performed better than the control group, and the performance of the subjects in this group was somewhat more homogeneous. To compare the average score of the test, the two experimental and control groups, from the t-test It was used independently. The use of this test requires checking the normality of the distribution of test scores in two groups. Due to the non-significance of the Kolmogorov Smirnov test (0.77) and the result of the Kolmogorov Smirnov test (0.151), it was determined that the data of the test has a normal distribution and the use of independent t-test is allowed. In the t-test (P=0.05), a significance level of less than 0.05 was obtained, which indicates the significance of the difference between the performance of the two experimental and control groups. Because the higher the value of t, it indicates the non-randomness of the obtained findings. The t value of 6.24 with a degree of freedom of 28 indicates that the difference between the scores obtained in the control and experimental groups was significant and the hypothesis of the effectiveness of the cognitive teaching method of the preposition "be" was confirmed.
In this research, in order to check the validity of the form and content of the test, 5 experts in the field of teaching Persian language to non-Persian speakers were consulted and they evaluated the test as suitable in terms of appearance and content. Reliability was obtained from the method of dividing the test into two halves to measure the reliability of the test, and then the results of the two tests were compared with each other and the correlation coefficient of the two was determined through the Pearson method. Considering the correlation coefficient of "0.838" and the P value of "0", it can be concluded that the test has an acceptable correlation. In the next step, with the help of the Spearman-Brown formula, the reliability coefficient of the whole test was obtained, which was equal to "0.91", which indicates the appropriate reliability of the test.

The first goal of this theoretical research was to examine the suffix "be" based on the approach of cognitive semantics and determining the meaning of that using the criteria suggested by Tyler and Evans (2003), finding the various meanings of this preposition, specifying the prototype meaning and drawing its semantic network. The second goal of this research was to develop a cognitive material to teach the concepts of this preposition "be".
Based on the test results, using cognitive approach to teach the concepts of prepositions can be effective and has a significant impact on the process of learning the different concepts of the prepositions in the learners` mind.
Accordingly, It seems that a cognitive educational material for teaching the various concepts of prepositions should have the following features:
To cover the concepts in the semantic network as much as possible in different textures.
To emphasize on the primary spatial meaning of the prepositions.
to start teaching of preposition grammar by presenting the various concepts in the semantic network in a meaningful process with a particular order of teaching more physical concepts first and objective concepts next.
Content arrangement should be in such a way that the learner can understand the potential reason of formation of more abstract applications and can relate abstract concepts to their daily experiences, understand the various content in a unified way, understand the various contents in a unified way, and not to be obliged to memorize all the meanings of the prepositions to use them in different contexts.

Today, the preparation of educational content according to the needs of Persian-Arab-speaking students has become one of the basic concerns of designers of educational resources. According to the findings of previous researches, most of the books authored for teaching Persian language are not based on foreign language teaching standards and sometimes have weaknesses in the arrangement of the contents, little attention to cultural and intercultural elements and lack of simultaneous strengthening of language skills. to be Therefore, this research is based on using the method of qualitative content analysis and referring to the basics of foreign language education content preparation, while providing the necessary indicators of writing Persian language teaching books for Arab-speakers, to review one of the two-volume education books. Persian language to Arab speakers with the title "Rihlah Ma Al-Farsiya" by Masoud Fekri and Seyyed Ali Abutalebi. The findings of this research showed; Although the mentioned book tries to strengthen the listening and speaking skills of Persian learners, it has shortcomings such as not paying attention to advanced language levels and neglecting some language elements such as the pronunciation of letters, and it is necessary to revise the book from these aspects. Paying attention to the skill of "reading" in order to strengthen the pronunciation and understanding of the students, adding a special section for the pronunciation of Persian letters, especially difficult letters, and paying attention to the inclusion of macro and micro cultural indicators in the book are practical suggestions to improve the content of the book.

The main purpose of this study is to analyze and evaluate the educational content of multimedia software in the field of cultural tourism texts. In this research, we have tried to evaluate the educational content of cultural tourism texts based on Bloom's revised classification theory. Educational content can play an important role in promoting language learning. According to the objectives of this study, qualitative content analysis was used as a research method. In order to analyze the data, a coding system was defined based on Bloom's classification and the data were coded and then calculated based on Bloom's classification. Chi-Square Test (X2) was used to determine different levels of cognitive and emotional skills. Findings show that the highest dispersion of verbs in pre- and post-reading activities in the field of cognitive learning is at the level of comprehension and less attention is paid to the levels of analysis and evaluation. The results of research in the emotional field show that the highest scatter of verbs at the level of response was more frequent and language learners at this level felt satisfied with the activities and the lowest frequency scatter of verbs was more pronounced at the levels of organization and personality.

The purpose of this study is to investigate and infer the advantages of philosophical stories and its applications as textbooks.

The research method is descriptive-inferential (progressive analysis). Sources reviewed include stories presented by P4C pioneers. To explain the necessity of philosophical stories as textbooks, the concept of philosophy is examined from the perspective of the founders of the P4C program and their reasons are given that the questions of children and adolescents can sometimes be found only in philosophical exploration. Then, the importance of symbolic explanation and philosophical capabilities of the story from the perspective of the founders of the P4C program is discussed.

According to the results, according to the founders of the P4C program, these stories are not only useful but also necessary to achieve the goals of education. It can be concluded that philosophical stories have good potential for use in curricula, and from the point of view of the viewers of the P4C program, they have the advantages of being attractive, thought-provoking, more vivid than other texts, and linking class topics to the text of students' lives.

Based on the results, it seems that stories in all fields of knowledge can lead to students' cognitive construction with the help of classroom exploration.

This paper aimed for clarifying either the attitude of universities of Iran toward culture or its relationship with the quality of educating basic courses in bachelor of architecture. The reason was ‘culture’ was not a subject for universities of Iran, due to the study of literature review.

As this paper belongs to qualitative and descriptive studies, the best methodology was analytical qualitative approach. Throughout gathering data, it was clear that data gathering is indicative with group interviews based on open-ended, focused, and problem-based questions.

education needs a proper bed and teamwork projects. In this paper, the status of culture in basic courses of architecture has been perceived. Findings showed that architecture colleges did not have any defined culture for education. For the first time, a new concept was introduced as ‘culture of education’, which its factors has been formed by analyzing interview data.

Architecture education restructured and transformed from traditional into academic, ignoring its culture and values. This paper showed that there was a need for founding a culture of education, so that students could use the benefits of an educational system, which is equipped with culture. This study suggested a model for a university to be culture builder.

One of the important segments of the educational system of any country is the higher education, the task of which is to train specialized personnel in various economic, managerial and administrative fields. Higher education curricula (i.e. the scientific content being taught) play a key role in achieving its goals. In this research, an attempt is made to examine the content requirements of higher education from the perspective of Islamic jurisprudence. That is, the main question is what knowledge and content is a priority and should be given preference in terms of jurisprudence. The method used by the present study is inferential and descriptive-analytical. The results of the research indicate that according to the rule of cooperation to do good deeds (birr), it is preferable in higher education to deal with knowledge whose learning is an example of a good deed or a prelude to benefiting individuals and society. Considering the maxim of preserving the system of education, teaching sciences that are instrumental in maintaining the system and serving the Muslim community is desirable (obligatory or recommended) according to Shari'a. Also, sciences can be divided based on the amount of the material and spiritual benefits derived from them; they are preferred on a priority basis depending on the degree of benefits they yield. Given their importance, it is necessary that preference be given to religious sciences over worldly sciences in the sense that the first should be supported and given more importance than the second.

Language expresses the culture, customs, beliefs and ideology of a nation. Language education and especially second language education today as one of the educational and cultural activities is the focus of universities and educational centers. Al-Mustafa Society is one of the most important institutions in Iran, which steps in the direction of teaching Persian language and tries to convey the teachings of names to its audience through Persian language. Sources have been written for this purpose over the years. In this research, using the content analysis method, we have analyzed the Persian textbooks of the Center for Language Learning and the names of Al-Mahdi based on the level of usefulness of the teachings. The components of the doctrines of the names studied in this research are verses of the Qur'an, hadiths, Nahj al-Balaghah, holy places and the names of the fourteen infallibles (AS). Based on the findings, a collection of seven volumes of Persian language teaching textbooks has been reviewed; 80% of the names of the people of the house, 8% of the hadiths and narrations, 5% of the teachings of Nahj al-Balaghah, 4% of the images of holy places, and 3% of the verses of the Qur'an were found.

Provide learning content in a pictorial thesaurus format to increase learning in students is the hypothesis that in this article was studied. This study showed that: 1) we can provide learning content in a thesaurus format, and 2) This format can be effective as an educational media in science education that leads to increase learning in students.  In this study, as a case study, the first year of high school chemistry book was selected. Then all the concepts and issues in this book was presented in the form of a pictorial thesaurus. Then by two statistical methods (test and survey), comments and scores of the test and control groups in some of Tehran schools were measured. The results of field activities confirm the hypothesis of increased learning due to the pictorial thesaurus. Thesaurus format benefits include concision, looking from above to the subject, reminded subjects taught before, classification and organization of educational content, ease of intuition of concepts, quick access to desired content, virtual education and distance learning.

The purpose of this study is to optimize substance use by introducing a new generation of academic books. To this end, academic textbooks were integrated with web-based technology. Educational media including text, audio, video and animation were designed with the help of quick access codes and added to the main text of the book. In the redesign of the textbook in the form of a new generation of academic books, 300 pages of printed content of the book were reduced and made available to students in the form of web-based multimedia. Quick access codes could be used by students using a smartphone. This study was conducted in the second half of the 98-97 academic year with a statistical sample of 57 students. In this study, students received educational content using a new generation of academic books. The results showed that the new generation of academic books in the study sample reduces the consumption of 8553 sheets of paper, equivalent to 42.77 kg, which is equivalent to saving the life of more than one tree and reducing the consumption of 1670 liters of water. Therefore, considering the number of applicants, the importance of the quality of graduate education as well as the positive results of using technology in learning, introducing and expanding the use of the new generation of academic books, can play an effective role in optimizing material and energy consumption.

The purpose of the research is "the effectiveness of the educational content of the vocational disciplines of the second year of vocational high school from the perspective of experts and specialists" and the research method is mixed (quantitative-qualitative). In the quantitative part, a descriptive survey method; And for qualitative data analysis, content analysis method has been used. The statistical population included experts and teachers of exceptional education in Markazi province (N = 85) who were selected by simple random method and Cochranchr('39')s formula, 70 people as a sample for the quantitative section. In order to collect data in the quantitative part, a researcher-made questionnaire was used and the validity of the questionnaire was confirmed by experts and its reliability was calculated by Cronbachchr('39')s alpha coefficient of 0.749. The method of data analysis in this section was descriptive statistics (average). The statistical population of the qualitative section consisted of experts and teachers of the second year of vocational high school who used "criterion-based targeted sampling method" to the theoretical saturation, 17 people were selected. Data were collected through semi-structured interviews. The result showed that in the current curriculum for students with special needs, the content oversees the cognitive domain and with emphasis on conservation, regardless of individual differences and the ecological issue for students. In this program, the emphasis is on presenting the selected content during the school year, and this has caused the teachers to skip the required and essential content of the person with mental retardation.