جستجوی مقالات مرتبط با کلیدواژه « تحلیل خطا » در نشریات گروه « علوم تربیتی »

In the process of teaching and learning, the textbook plays a central role alongside the other constituents of the didactic triangle (teacher, student). Given the importance of this subject and the lack of a comprehensive textbook for the “Introduction to Translation” course for undergraduate French language and literature, in this article, a framework for compiling an academic textbook has been offered. By referring to the works related to compiling academic textbooks and based on an applied research and a field study, this goal was achieved. During the field study, two data collection tools were used: a semi-structured interview with 14 professors teaching this course in Iranian universities and 149 student’s translations of simple texts from French to Persian. A criterion purposive sampling was conducted and the data were analyzed according to the qualitative method with the techniques of content analysis and error analysis. On the one hand, the characteristics of an optimal textbook and the texts that can be used in it were extracted through the interview. On the other hand, the most frequent errors in students' translations have been explored, which form the basis of the language needs of the students in this book.

Mathematics has a special place in the quality of engineering education. Engineering depends significantly on the mastery of mathematics and mathematics is the foundation of engineering. This study is focused on the quality of mathematics education of engineering students by identification and classification of engineering students’ errors in solving differential equations. 43 engineering student test sheets were studied in the second semester of the 2012 academic year. Student's errors in solving differential equations are considered as one of the causes of mathematics academic failure. The four-stage model, called Baft, is presented as 1-Diagnoses (a differential equation), 2- Call (a good strategy to solve the differential equation), 3- Run (the called strategy) and 4-Review (the implementation of the strategy). As a quasi-experimental design, students’ performance in pretest (the midterm exam) and post test (the final exam) are compared. The Diagnoses-errors rate is reduced from 44% to 21%, whereas the percentage of Call-errors increased from 15% to 25%. Percentage of Run-errors and Review-errors have not changed significantly.

In its simplest definition, literacy means obtaining the ability to read and write in official language. Although most students try to get mastery on the two mentioned language arts; however, for students of non-Farsi speaking districts, education of Farsi as an official language has more limitations and difficulties. In the process of learning a second or foreign language, errors are considered as natural phenomena. Error Analysis (EA) is a method for indentifying educational needs in order to improve the quality of materials and techniques of education. Error Analysis means the comparison of sentences (written or oral) produced by learners with the sentences of native speakers according to their adjustment/non-adjustment with rules of language under study. In this research, written errors of non-Persian speaking students (Turk students learning Farsi as a second Language) of the intermediate and advanced levels have been analyzed. The body of the data were gathered from the letters and manuscripts of Iranian students writing to Roshd magazines and they were described and analyzed using descriptive method. They contained 100 error items which were categorized in four groups: orthographic (spelling), morphological (Lexical), structural and pragmatic errors. The aim of this research was finding the most frequent errors in the writing of non-Persian speaking Iranian students. The results showed that the most frequent type of errors is structural one (containing 72% of all the errors). In other words, Iranian non-Persian speaking students generally do have more problems and deficiencies in application of Persian grammatical rules in their writings. Consequently material developers and textbook authors should pay more attention to this finding especially while developing textbooks and educational aids for this group of students.