جستجوی مقالات مرتبط با کلیدواژه "ژاپن" در نشریات گروه "علوم تربیتی"

The purpose of this research was to compare the trend of presenting concept of fractions in second to fourth grades mathematics textbooks in Iran and Japan, and also to examine what topics of fractions these textbooks present. The method was comparative-qualitative research, the statistical population was the countries of the world, and the selected sample was the two countries of Iran and Japan. The strategy of choosing countries was "different social systems, different educational outputs". The data collection method was done through the examination of primary and secondary sources, such as mathematics textbooks of Grade 2-4 of primary schools, related articles and books, and available documents in official and government databases. Bereday Model was used to analyze the data. The results showed that the concept of fraction has been introduced in two countries from the second grade and using the part-whole subconstruct, and these textbooks have similarities and differences in presenting the concept of fraction. Among these similarities, we can mention the concept of fractions greater than unity and mixed numbers. Among the non-common topics, we can mention the discrete representation of the part-whole subconstruct in Iranian textbooks and the conversion of a fraction larger than a unit to a mixed number and vice versa in Japanese textbooks. The lower performance of Iranian students in the concept of fractions in TIMSS compared to Japan shows that in the common topics, only a greater number of pages and more problems in the textbook will not help, and it is necessary to review and revise Iran's mathematics textbooks in common topics on the subject of fractions.

The purpose of this study was to investigate the experiences of creativity education in primary schools of Japan, South Korea and Singapore in order to provide useful suggestions for educational policy makers of the Iranian education system. The present study is a qualitative, non-experimental and comparative research using a four-stage approach introduced by George. Z. Bereday and John Stuart Mill’s method of agreement. The observation unit of study is macro, and the strategy of countries’ selection is “similar systems, similar results". Research findings show that in all three countries, and especially in the last two decades, educational policymakers have been focusing on diminishing the authority of the test-driven system and replacing it with a learner-centered system based on creativity. Also, the similarities between the social systems of all three countries have led to many similarities in the current practices of their educational environments (schools and classes). Other research findings show that in all three countries, numerous national initiatives focusing on the training of creative learners have been approved by educational policymakers. Despite these similarities, it has to be said that the success of rejecting the test-driven system and adopting new teaching-learning approaches are not the same across the three countries. For educational policy makers in Iran, this research finding can imply the dangers that rejection of the test-driven system will create if there is no proper social context.

The purpose of the present paper is to compare social education in the educational system of Iran and Japan from the perspective of macro policies and content analysis of primary school textbooks. The research method is comparative (qualitative type)usingBereday’s Analysis Approach to analyze data. The unit of analysis and level of observation is "macro" (country) sampling strategy is "different social systems, different educational outcomes" based on the "making stranger familiar" approach.To collect data, educational resources such as national documents, Ministry of Education reports, elementary school textbooks, and journal articles and books were used.The findings of the study showed that main Iran’s educational policies on social education influenced by the three factors of national identity, Islamic identity and modern identity, while in Japan macro education policies are influenced by Buddhist and Shinto religion, Confucianism, nationalism and modernism.The Japanese education system in primary education compared to the Iranian education system has a much stronger policy and process focus on the social education of children. According to this study, the upstream documents of the Japanese education system strongly emphasize the increasing role of modernism (as opposed to other factors) and the teaching of concepts such as the environment, global issues, international understanding, cultural exchanges, citizenship, the future of the world and the role of Japan.In addition, the findings show that the time allocated, and the variety of topics related to social education in Japanese primary education is more than that of Iran.The key recommendation of this study is to reconsider and recreate strategic approaches to social education and to focus on formal (intentional) and informal (hidden) education programs on the real and daily social life of children in Iranian primary education.

Japan took the initiatives to build the modern school system in 1872. The process of the building is characterized as the words like rapid, sometimes bold, and often tumbling in the economy, internal and external political conflicts and ideological conflicts.  It is not difficult to realize how various values and beliefs have been intervening in the process, but not easy to lucidly observe them.  The purpose of this study is to rediscover the cultural values and beliefs affecting the directions of teacher preparation programs for secondary school teachers in Japan.  This study is a qualitative study, mainly analyzing the historical studies done by other researchers. It examined the development of teacher preparation programs from the late 19th century to the present day.   Two different aspects were adapted for analysis: The concept of ‘program’ developed by Ueyama (2009), and the historical functions of university defined as organization, institution and community (Gamage & Ueyama, 2012).  This study discussed in the four areas of development of the teacher preparation programs: national policy, preparation at the university level, the program structure and content, and quality teacher.  It concluded what values were underlined and by what and how they were influenced in the process of shaping the teacher preparation for secondary school teachers.