جستجوی مقالات مرتبط با کلیدواژه "آموزش فرهنگ" در نشریات گروه "علوم اجتماعی"

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.

Culture teaching generally focuses on helping foreign language learners develop an understanding of the culture of the target language and, ideally, positive attitudes towards it. In today’s world, the domination of English in entertainment, mass media and new media may sometimes be accompanied by unbalanced views. This interdisciplinary paper draws upon pragmatics, anthropological and cultural studies findings and shows how they can be utilised in language pedagogy. It argues that in a world where non-native speakers of English outnumber native speakers, culture teaching should widen its aims: in addition to helping learners develop positive attitudes towards and knowledge of the culture of the target language, it should also aim to develop a more explicit understanding of the rules of the learners’ own culture. It focuses on the concepts of communicative competence and pragmatic failure, and then presents a model of analysis of Persian culture, analysing the concept and components of ‘face’ and the principles of politeness in Persian (deference, humility and cordiality). It then demonstrates how this analysis can be used to develop classroom strategies.