جستجوی مقالات مرتبط با کلیدواژه « life-skills » در نشریات گروه « ادبیات و زبان ها »

Proverbs represent the beliefs, attitudes, culture, traditions, knowledge and attention of a nation to various issues, quoted in the form of popular cliché and metaphorical statements. On the one hand, such aphoristic sentences depict the nation’s beliefs, on the other hand, they potentially have a remarkable educational role. Proverbs cross people’s mind and are uttered in different situations. In fact, proverbs are mostly used to taunt people and to inform them, or to emphasize something. Since there is a great relationship between the level of attention paid to life-skills in a nation and their culture, it is possible to find out how much that nation considers life-skills by studying common proverbs there. The present study dealt with 400 common Lori’s proverbs of Kohkilouye and Boyerahmadi based on the level and manner of paying attention to the components of life-skills using a descriptive and analytical method. The results indicated that the constituents of communication-skills, critical-thinking and problem-solving had the highest frequency, and the components of creative-thinking and decision-making had the lowest one. Communication-skills were mostly informative, the components of other skills such as critical-thinking, problem-solving, and empathy were used more to taunt people. The constituents of the skill of managing negative emotions were used both for teaching and informing, and for taunting people.

Happiness is one of the emotions that have received a lot of attention in positive psychology today, and sages and mystics have made great efforts in understanding and how to present and apply it in their words and works. For this reason, analyzing and properly presenting these views through examining the texts and introducing their precise characteristics to the audience can clarify the paths for positive thinking and happy living and through reflection, concentration, indoctrination and thinking in the teachings obtained from the texts. Literary and mystic, first clear the way of knowledge in the mind and finally by repeating the beliefs of these teachings, it can lead to a suitable solution to achieve happiness. With the same aim, this research examines the view of happiness and its connection with self-awareness in Rumi"s thoughts in his sonnets.

The method of research is to analyze the qualitative content of the theme and the statistical community of all the sonnets of Rumi known as sonnets of Shams

Molavi"s sonnets show the connection between happiness and self-awareness in various axes. Among them: knowing one"s original scheme, which leads to understanding human defections and abilities. Realizing one"s relationship with God and this world, the experience of love, according to Molavi, love for God and other people is the cause of happiness. Staying away from hostility and enmity and understanding the tenderness of love at a high level makes a person happy. Understanding and communication with nature, which sometimes leads to growth and freshness with self-awareness. Molavi sees the root of many joys within the human being. The self that must go through the superficial stages of cognition and reach self-awareness and belief.

Jalaluddin Mohammad Molavi is one of the mystics who have been able to invite his audience to live happily and get rid of the sad dependencies of existence by representing the visible and hidden cognitive images of happiness through his sonnets. This has emerged by drawing paths of self-awareness and knowledge of man in the world in a skillful texture and full of aesthetic symbols and sublime musical dimensions of speech in Rumi"s lyrics.

The purpose of this research was exploring the components of life skills in selected children's books. Among the books published for children, some are selected as the best books that parents, educators, and those who somehow deal with children accept them. These books were examined and analyzed to see the number and way of dealing with life skills. Content analysis method was used for this study. The statistical population consisted of children’s books and the sample were top winners the most awarded selected by purposeful sampling. The researcher selected fiction works that had won more awards in their own field and analyzed them based on the quality and extent of components of life skills. The results showed that empathy skills, creative thinking, communication skills, and critical thinking are the most frequent components in these books. In most of the investigated stories, the characters who had life skills were the successful and the characters who lacked skills failed at the end of the story.

Every social human being must acquire the ten life skills to an acceptable extent. If these skills are properly learned from childhood, they can lead to adaptable behavior towards others and the world around in adulthood. These skills can be taught to and institutionalized I children by the use of children's books, especially fiction books, which are powerful tools in this regard. This study aims at investigating the quantity and quality of life skills incorporated in the most-read books of children. The researchers seek the answer to this question: to what extent are life skills incorporated in children's books and how each skill is presented in the story?

This research was carried out with the aim of investigating the impact of the implementation of Khana School's transformational package on the reading, writing, and life skills of the elementary school students of Piranshahr city. The research method was quasi-experimental and pre-test-post-test design with two experimental groups and two control groups. The statistical population of the research was all fourth grade students of Piranshahr. Using the multi-stage random sampling method, four classes (140 people), two classes of the experimental group (70 people) and two classes of the control group (70 people) were selected. In collecting statistical data, a researcher-made diagnostic test for reading and writing level and a researcher-made questionnaire for learning life skills were used. The face and content validity of these questionnaires were confirmed by professors and experts in life skills and educational sciences. The reliability of the two reading and writing tests using the parallel method or peer tests was 0.87 and 0.82, respectively, and Cronbach's alpha coefficient for the reliability of the life skills questionnaire was 0.78. The data was analyzed using covariance analysis and SPSS software version 26. The results showed that the students who had received the transformational package of the Khana school had a higher score in reading, writing and life skills compared to the group that did not receive the transformational package of the Khana school. Therefore, it is better for teachers to use an integrated approach to strengthen language skills and life skills in different curricula.

The place of human capabilities in social society is manifested when it can be defined in order to develop life goals. In other words, having desirable conditions in life is possible if it is defined in accordance with life skills. Life skills are competencies that the educational system prepares and prepares for students in the learning process. The aim of this study was to identify the characteristics of life skills according to the World Health Organization in the social studies curriculum. The research approach was qualitative and documentary study. The research population included elementary school social studies textbooks in the 99-98 academic year, in which all third to sixth grade textbooks were studied. Content analysis method was used to Coding method. To ensure and validate the accuracy of the data, the researcher's self-review method and the technique of obtaining accurate parallel information were used. The steps of data analysis are: 1) Determining semantic units 2) Coding semantic units 3) Classifying codes 4) Determining themes The findings of this study were examined, 6 Themes of interpersonal interactions, Structuring interaction, Friend Orientation, attitude creation, decision-making and awareness, and 23 classified codes and 141 primary codes. Therefore, it can be said that life skills in elementary school include dimensions and characteristics whose importance has been identified by global organizations.

The aim of this study was to investigate the status of life skills of students in elementary school from the perspective of teachers and principals of Kermanshah. The research is combined and consists of two parts: qualitative and quantitative. The first part of the research is qualitative and its method is descriptive and includes; Document analysis as well as content analysis with a practical approach. The analytical community included texts and resources related to the field of life skills, among which 20 internal sources were identified and analyzed. To collect information, a checklist (life skills checklist) was used and measurement tools, a fish-taking form, and a content analysis checklist were developed by the researcher. In the second part, the research method was quantitative. There were public schools in Kermanshah from which 100 people were selected using multi-stage cluster sampling method.The data collection tool in this section was a researcher-made questionnaire.To ensure the face validity of this questionnaire, several Educational experts reviewed it and approved it after making some corrections, and then the validity of the questionnaire structure was reviewed and confirmed.The research results indicate that based on the studied sources for life skills in Three sections of knowledge (4 main themes) in ability (11 main themes) and attitude (7 main themes) and a total of 69 categories were obtained.The results also showed that the current situation of life skills in primary school is not appropriate.

Empathy is one of the ten life skills in the definition of the world health organisation. In this research, based on the mention skill, the characters of Shahnameh have been psychologically analyzed. In this way, types of empathy have been explored in this valuable work. The concept of empathy in psychology has also been explored. It has also been examined who in which style of behavior and for what reason is more proficient than others, and whether all the empathies of the Shahnameh is genuine and effective, is the central theme of this article. Reflecting on the Shahnameh, we find that ministers and advisers, servants, and members of the kings and heroes' families have the greatest role of empathy in this immortal work and empathy is sometimes supportive and affectionate, and sometimes from supportive to expedient and sometimes used to refuse an inappropriate request. In Shahnameh, those whose communication style is daring usually empathize with others because they have healthy, decisive and appropriate expression and behavior

Human beings have civic nature and have to live in grope. Thus, if they want to sustain their life and fix requirements they must apply group life skills such as effective communication, bravery and sympathy.Muslim mystics with keeping the principles, dignities and humanity bases and while living in a multicultural environment with the most obvious language explained the depths of human existence and variable needs of human beings. Molana Jalaledin Rumi Balkhi (672-604) is among the mystic that through his cosmic knowledge has explained the personal and social needs of human nature in the form of anecdote and allegory to create healthy and good life. This great scientist was influenced by Quran – Islamic with deep insight into the layers of human has been able to show a man deeply rooted feelings.In this study we have been tried to identify the social skills in Jalaleddin Rumi and analysis of these strategies from his views.

“Life skills” have been the subject of investigation in recent years. These skills have also been offered in educational materials in different levels in our country. World Health Organization has defined five pairs of skills among which self-awareness is the most important one. Self –awareness refers to one’s weaknesses and Strengths and all other skills are achieved if it is fulfilled. It seems what is introduced as self-awareness in our Mysti- cal literature is much more extensive than assumed. To explain principles of self-awareness, mystics offer a clear image of perfect man. Reaching such a dynamic self-awareness is one of the beautiful paradoxes in mysti- cism. In mysitcs’ view, by adoring all manifestations of God in the entire universe and being drunk of “pure wine of divine love”, getting aware of oneself will be fulfilled. In deed, self-will happen after self-ignorance.