جستجوی مقالات مرتبط با کلیدواژه "کتب درسی" در نشریات گروه "علوم تربیتی"

current research is to critically analyze the discourse of world peace in the textbooks of the Iranian educational system based on the theory of identification by L& M. For this purpose, the textbooks between the years 1357-1392 (primary period and first period high school) have been analyzed. This article has been done with the combined method of analyzing the discourse of Fairclough, L &M and focusing on the following questions: What was the status of the world peace discourse in the educational documents of this era? What subjects are these educational materials trying to create? What role have the dominant political discourses in this era played in shaping the identity of these subjects? The findings show that the discourse of world peace in educational books and documents has been rejected due to the demarcation between Islamic and non-Islamic, internal and external. Power processes have tried to create militant and vengeful subjects with a military identity. The factor of persuasion of the subjects is the axiomatization of the ideologies of the revolution with an Islamic nature. Also, the educational content by inducing specific defense ideologies has formed pacifist identities in all individual, interpersonal, social and international dimensions.

The aim of this study was to identify knowledge management indicators in order to the content analysis of elementary school textbooks. The research approach was qualitative and of the type of content analysis method with comparative analysis. The study population consisted of students of Farhangian University of Shahid Motahari Khoy, 19 of whom were selected by purposeful sampling of the index cases in the academic year 1399-1400 and semi-organized interviews were conducted to reach data saturation. To ensure and validate the accuracy of the data, the method of rich data description and researcher self-review was used. The findings showed that knowledge management in the content analysis process has four pervasive themes such as organizational culture(analysis discourse, syntax, standardization), activity process(knowledge networking, modeling, self-teaching), Policy(teaching research, knowledge personalization, skill program), and technology(focal classes, core of professors, Knowledge-building workshops) obtained through the classification of 142 primary codes. The results showed that knowledge management as a connecting point of activities and interactions in the content analysis process, should be used in the framework of educational activities.

Introducation: 

Each person's lifestyle is a cognitive framework in which a person chooses certain behaviors. These behaviors help a person to cope with life. But in general, despite the confusion of the theoretical definitions of lifestyle, the existence of common axes can be felt among most of the existing definitions. Therefore, the beliefs, values, manners and habits of life are the components of the social identity of the human society, which itself is a result of the worldview and ideology of the same human society. These behaviors in Islamic culture originate from the monotheistic worldview and provide the material and spiritual needs of man in this world and the hereafter. The consequences of this lifestyle provide human growth, excellence and happiness. Moderation in life and observance of moral virtues are among the distinctive features of this lifestyle. The aim of this research was to evaluate elementary school textbooks based on the components of the Iranian-Islamic lifestyle model. Considering the efforts of the West to promote its desired lifestyle in Muslim countries, we need to formulate a comprehensive and codified program based on the Islamic Iranian approach that can effectively confront the Western lifestyle. We also need young people and teenagers who are trained and raised based on the characteristics of this lifestyle, and this lifestyle based on the Iranian-Islamic approach should be taught in a detailed and basic manner, and therefore, it is the best way to This lifestyle should start from the beginning of formal education, i.e. from the elementary school system, so that it can be integrated with the personality of the students, and in accordance with their physical and personality development, this type of lifestyle will deepen in their existence. Although some efforts have been made in this field in the educational system, such as in some curricula, the title of Islamic life and education is considered, which is taught in the elementary grades, but nevertheless There is a concern that the output of education, i.e. the graduates of different academic courses, are not as they should be, and perhaps they are not adapted to the behavior based on the educational model of the Islamic-Iranian lifestyle. Research Question 1- How are the basic textbooks of the component (insight, attitude and tendencies) of the Islamic-Iranian lifestyle model? 2- How are elementary textbooks based on the component (human relations) of the Islamic-Iranian lifestyle model?

Mehtods:

 The research method was a qualitative case content analysis. The statistical population of the research included all six-year elementary school textbooks in the academic year 99-98. The research sample included 26 volumes of textbooks of five titles that had a higher relevance to the research objective and topic, and were selected using non-random selective sampling. In order to have a qualitative analysis of data, the qualitative content analysis method of King and Horrocks was used with the MAXQDA-2018 software.

The results of the analysis of the first and second research questions showed that based on the Iranian-Islamic lifestyle model, in the components of attitudes and orientations, in 6 grades in the "Farsi-Bekhanim" and the book "Hedieh-e Asmani" had the highest frequency related to the sub-component of religious rituals and ceremonies, but the books of "Benevisim" and "Motaleatee-ejtemaei" had the highest frequency related to the sub-component of cultural signs. And in the component of human relationships, in 6 educational bases in the Persian book "Bekhanim," the book "Benevisim," and the book "Hedieh-e Asmani" had the highest frequency related to the sub-component of respect and reverence, but in the book "Talimat-e Ejtemai" had the highest frequency related to the sub-component of collectivism and individualism.

The results of these questions indicate that the emphasis of the producers of elementary textbooks is based more on cultural and religious components and less on more material components such as worldliness, materialism and happiness. Paid. In fact, it can be said that the creators of the content of elementary textbooks tried to point out both the religious dimension and the national dimension of Iranian Islamic identity above all, and show both aspects well and distinguish it from others. Differentiate dimensions and aspects. Considering that the results of the research showed that the content of the primary course content is more emphasized on the spiritual, cultural, national and religious aspects, it is recommended that those involved in the education system strengthen teachers in this field and train in this regard. pay more attention Also, considering that the results of the research showed that the dimensions of life skills, such as anger management, expressing emotions, empathy, good communication with oneself and others, etc., are less emphasized in the elementary school textbooks, therefore, those involved Preparing the content of the textbooks of this course, it is suggested to pay more attention to these dimensions and to address them more in the content of the textbooks. It is suggested to analyze the content of the textbooks of other academic courses in the future researches, so that in addition to a more comprehensive picture of Iranian Islamic lifestyle in the books of these courses, a comprehensive picture of all academic courses can be obtained in terms of Iranian Islamic way of life.

The purpose of the current research is to identify the components of national identity in primary school textbooks with an emphasis on the document of the fundamental transformation of education and the document of the national curriculum. Considering the important role of education institution and curriculum in strengthening the national identity of students, the research problem is to know the components of national identity in the upstream documents of education and primary school textbooks.

In this research, thematic analysis method was used to analyze the text of the upstream documents and textbooks. The sample examined in this study includes social studies textbooks and heavenly gifts. These books have been chosen because they are the most capable of carrying the concepts of national identity. The unit of analysis (recording) in this research is the theme, image, map, and the unit of context is textbooks. In this research, 150 concepts, 30 subcategories and 9 categories were extracted from the text of textbooks. To determine the validity of the qualitative content analysis method with an inductive approach (theme analysis) in the current research, the books and upstream documents were reviewed in two stages, one after 10 to 50% of the categorizations were completed and the second time at the end of the work.

According The results of the research, The most important components that were identified in the books of the second year of elementary school (for social studies and heavenly gifts, respectively) for national identity are: introduction of different cultures, history and identity of ethnic groups, introduction of cultural heritage; Introducing celebrities, reflecting the style of coverage of ethnic groups and regions; Languages of Iranian ethnic groups in textbooks, religious and religious pluralism, religious and religious pluralism, introduction of celebrations and holidays and religious rituals of all ethnic groups and regions. Based on the results of this research, planners can make policies based on elements of national identity and provide appropriate content in Textbooks should strengthen national identity in primary school students and make them feel belonging to the homeland.

The purpose of the current research was to investigate the competencies of textbook authors. The approach of the current research was qualitative and its method was research synthesis. The research community is all articles (124 articles) that have been presented from 1390 to 1400 AD and from 2007 to 2022 AD regarding the competencies of textbook authors. The sample of the research was 30 articles, which were selected based on thematic monitoring, theoretical data saturation, and purposefully. The research data have been collected using the qualitative analysis of the studied articles. By analyzing the data using the coding approach, the dimensions of teachers' professional development in 3 dimensions, 13 factors and 77 categories including the dimension of general competencies (cognitive skills, cognitive skills, motivation and development) ; The dimension of specialized competencies (information literacy, professional-specialized authoring skills, psychological skills, familiarity with the rules of authoring and pedagogical knowledge management) and the dimension of commitment (professional, ethical, social, national and religious) were classified. The results showed that in order to write appropriate textbooks, the authors need general, specialized and commitment skills towards their profession. Competencies of the authors in all three dimensions require a trans-organizational and national perspective in order to achieve the goals of improving educational resources. Therefore, it is of particular importance for authors to pay attention to these kinds of qualifications, considering the importance and position of the official content that is presented in the majority of books in schools and universities in our country.

The purpose of this study was to analyze the content of elementary school textbooks based on the degree of attention to religious teachings. The study method was quantitative content analysis and the research population included all the textbooks of the first to third grades of elementary school that were used in primary schools in the academic year 2021-2022. Based on this, 22 book titles with 423 lessons, 2455 pages and 2469 images in total were reviewed and analyzed. The coding process was done deductively. The components of religious teachings (doctrinal teachings, moral-value teachings, ritual-practical teachings, emotional teachings) were extracted from theoretical foundations and in consultation with 7 professors of religious education. Descriptive statistics and inferential statistics (chi-square) were used to analyze the data and a retest method was used to study the reliability. The amount of agreement calculated as a criterion for coding reliability was 79%. The findings of this study showed that the component of moral values has the highest frequency and emotional teachings have the lowest frequency. The books of heavenly gifts, Persian and Quran have the most teachings and the least amount are found in the books of experimental sciences and in all the books they are thematic in teaching religious teachings.

The purpose of this study was to analyze the content of sixth grade social studies textbooks based on social skills components. The research method was qualitative and the content analysis method was beyond the readability level and the statistical population included the sixth book of social studies. To review the sixth elementary social studies textbook based on the skill component and method beyond the randomly selected statistical sample, three texts of 100 words from the beginning, middle and end of the textbook were considered. Based on the component of social skills in the Fry method, according to the findings, it can be said that in the sixth elementary social studies book, social skills are presented in different chapters. The most attention in the field of communication skills is in the category of communication skills, the most attention in the field of self-governance skills is in the category of skills of consulting with others and the most attention in the field of courage is in the category of self-recognition skills. The principle of simplicity or difficulty is simply not observed in the book, and the authors of the textbooks have not arranged the content according to a specific pattern. Also, based on the Fry index chart, it was determined that the contents of the book are suitable for the twelfth grade, and these contents are difficult for sixth grade students and do not fit their reading level.

The purpose of this study was to elucidate the conceptual framework of the dimensions and components of the curious curriculum and to investigate the extent of the conformity of the content of the curriculum of Iranian primary school level with it. The research method was descriptive and along with, the documentary and content analysis were also used. The research approach was theoretical and applied. The research population consisted of two parts: the theoretical texts of the curious curriculum and the content of 36 volumes of Iranian primary school textbooks (including 3924 pages) at the academic year 2020. Due to the nature of the subject, sampling was ignored and the entire research population was investigated. The research tools were note-taking form and a researcher-made content analysis checklist. Data was analyzed using Shannon entropy analysis process. The most important results showed that: 1. curious curriculum dimensions can be summarized in nine dimensions of open-mindedness, exploration, eagerness to learn, self-direction, creativity, innovation, inquiry, collaborative learning, and spontaneity; 2. The content of primary school textbooks does not match the dimensions and components of the curious curriculum; Among the nine dimensions of the curious curriculum, the spontaneity dimension had the highest coefficient of importance and the open-mindedness dimension had the lowest coefficient of importance. 3. In the content of primary school textbooks, among the sub-components of the nine dimensions of the curious curriculum, the highest importance was given to the component of teacher-student participation and the lowest importance was given to the sub-component of group activities. Based on the results obtained from the research, it is suggested that in the future editions of primary school textbooks, more attention be paid to the less-considered components.The results showed that :- The dimensions of the curious curriculum can be summarized in nine dimensions: open mindedness, exploration, eagerness to learn, self-direction, creativity, innovation, inquiry, participatory learning, and spontaneity1:Among the nine dimensions of the curious curriculum the most important factor relates to the spontaneity and the least to the dimension of open mindedness.2:Among the sub components of the curiosity curriculum, the most important factor was related to the component of Teacher and student participation and the least important factor was related to the component of group activity preparation.Based on the results of the study, it is suggested that educational policymakers and curriculum planners should pay more attention to the less-considered components in future editions of elementary school textbooks

Named the 21st century as the century of information and communication, the world is rapidly moving towards advances in technology. Today, traditional methods of education alone are no longer responsible, so the education system must adapt to the movement of the world. Training to move towards new training. One of the important tools for this type of contextualization is the content of textbooks that can acquaint students well with the new world of communication. The main purpose of this study is to investigate the effect of high school English textbooks on the process of preparation for mobile education. The method used in this research is descriptive content analysis. The statistical population of the research is all English high school textbooks and in it the selection of samples has been done in a directional and guided manner. The sample includes a tenth grade English textbook. Therefore, the research of English language textbooks in the second year of high school can be one of the background and mentality factors for entering the mobile educational space for students.

The present study aimed to analyze the status of ethical values in elementary school textbooks. In terms of the research method, it is descriptive, based on content analysis method. The corpus to be analyzed included five textbook titles of the elementary school – Farsi, Let’s Read, Farsi, Let’s Write, Social Sciences, Heavenly Gifts, and Teaching Quran – purposively sampled during academic years 2018-19. Content analysis list of seventeen ethical values, including justice, chastity, fight against injustice, courage, sacrifice, humility, patriotism, trusteeship, Sympathy, Perseverance, honesty, patience, benevolence, respect, appreciation, keeping promises, and forgiveness constituted our data collection tool, whose validity was determined by using experts’ opinions. The collected data was analyzed by using descriptive statistics indices in Shannon entropy analytical process. The results of the analysis revealed that the above ethical values were mentioned 413 times in the selected textbooks: Farsi, Let’s Read (122 times), Farsi, Let’s Write (63 times), Social Sciences (61 times), Heavenly Gifts (87 times), and Teaching Quran (80 times). In terms of the relative importance index, the following six ethical values were among the most important values highly noted in the selected textbooks of the elementary school: courage (0.066), appreciation (0.066), sacrifice (0.065), benevolence (0.064), patriotism (0.063), and patience (0.06).

The aim of this study was to identify and determine the importance of components of music education in high school textbooks and music conservatories. This study is influenced by the interpretive philosophical basis and has a qualitative approach to the analysis of customary content. In the first part, the studied unit is all the art textbooks of the first and second years of high school and music conservatories, which were sampled purposefully and valid and relevant books and sources were selected. The unit of analysis in this section was thematic analysis and open, axial and selective coding methods were used to collect, extract and infer data. In the second part, Shannon Entropy was used to determine the importance of the components of music education and their importance in textbooks. From the analysis of the findings in the first part during the selective coding, four categories of cognitive, skill, creativity and emotional (emotional) were extracted. These four categories include 90 components during axial coding (Cognitive Components 26, Skill Components 23, Creativity Components 22 and Emotional Components 29) and open coding 216 themes. According to the obtained results, among the four categories, Cognitive category has the first priority, Skill category has the second priority, Creativity category has the third priority and Emotional category has the fourth priority. The components of interpretive thinking, key training and increasing the understanding of concepts, content with an aesthetic basis, the flourishing of the soul combined with aesthetics and frequent and regular exercises also had the highest priorities, among the components.

What needs to be considered in the development of academic textbooks is the selection of an appropriate approach to the educational objectives and the ontological position of the educational subject. In this regard, the study of literature textbooks at universities shows that the focus of these books on literary history has left the aesthetic nature of literature lagging behind. Taking into account the existing vacuum, the following questions are brought to light: How far is the current prevailing approach in literature textbooks away from the nature of literature? What features literature textbooks should have in order to create in audiences a reaction proportionate to the nature of the lesson? How can the meta-literary view serve to perceive literature as an art? In the present article which has been done by descriptive-analytical method, in order to answer the above questions, first the current approach to compiling literature books is studied. Then the literature and its important components are explained. Finally, we will study the role of focusing on the nature of literature to change students' attitudes toward this subject and to clarify the need to pay attention to the ontological attitude to literature in compiling textbooks.

The present study analyzes the semiotics of constructing a woman's image in textbooks. For the analysis of the subject, Bart's semiotics was used. Approach and method of research, qualitative approach and using the method of studying documents. Image selection methods are based on purposeful sampling and thematic analysis method. The data analyzed were images of women in secondary school textbooks. Categories related to the semiotic analysis of images can be categorized and analyzed in the context of the female subsidiary of the household inventory, traditional activity, social distances, non-political inventory, and the weakness of social management; And the central concept of "other less important" category and analysis. Based on the analysis of the images, it can be said that the images provided by women in textbooks lead to the formation and strengthening of a gender-based look and gender discrimination practices in society. As a result, representations of images reflect both gender inequalities and the reflection of women's inability to achieve significant and valuable social statuses.

Given the widespread use of information and communication technologies and the need for its incorporation in teaching-learning process, this study aimed to investigate the effects of Mobile-Based Graphic Novels on student's learning in the course of history of education. A quasi-experimental design with pretest-posttest was conducted on control and experiment groups. To achieve this goal, students who have a tablet or smart phone were identified and then randomly divided into control and experimental groups. The sample consisted of undergraduate educational science students who were selected by convenience sampling. Students randomly assigned in two groups: 18 students in control group and 17 students in experiment one. Using Comic Strip Application for the course of History of Education, a graphic novel was produced and was given to the experimental group. For collecting learning-related-data, a valid and reliable (68/0) achievement test was conducted before and after the intervention. The ANCOVA results showed that difference between the scores of the experimental group and the control group is significant (p

This study has investigated the amount of using the discourse-making approach in the school textbooks to communicate the theory of Guardianship of the Jurist (Wilayat al Faqih) as emphasized in the lectures of the supreme leader of the the Islamic Revolution, Ayatollah Khamenei regarding the necessity of discourse-making using domestic theoretical frameworks originated from Islamic teachings. The research method used is "Discourse analysis" which is a qualitative approach to content analysis. We find that the school books follow a news-like and historical approach in communicating the concept of Guardianship of the Jurist (Wilayat al Faqih) and the discourse-making approach has been neglected. Of the main evidence of news-like approach is organizing the content of the books based on the chronological order of the events, categorizing based on subject and logical order and ignoring the inherent relations between the concepts. In communicating the concept of Guardianship of the Jurist, shortcomings identified other than the direct statement, include neglecting the audience and their misgivings, shallowness, concentration on memorizing and ignoring the depth of the subject, and neglecting the spiritual and emotional dimensions of the audience. We suggest using the discourse-making approach in designing school books for religious education

Text-book compilation needs change and development. Some textbooks are not up-to-date. As a result in the long run, they cause harm. After its independence, the republic of Azarbayjan had reviewed its text-books in schools. The road-map of text-book compilation has also been formulated. Within 2003-2005, text-books were distributed free among first up to 11th grades. Within 2000-2007, 250 original text books were compiled. In 2002, text book compilation in German, English, and French started. Currently, textbook compilation in French and English has been finished. They are being reviewed and re-developed.

The aim of this study was to evaluate and analyze the content of English textbooks taught in Guidance Schools according to the Fog readability formula and from the view point of experienced English teachers. The findings: On the whole, the strong points of the books in different cases were as follows: The typing style of the books, good grammar presentation and practice, the organization of content from simple to difficult, clear instructions, correspondence with the children's age and books availability for most of the teachers and students. The weak points of the books were as follows: lacking attractive lay out, not having good pronunciation and vocabulary explanation, not using enough authentic language, having no attention to the learners background knowledge, not having enough correspondence with the children's real life situations, Lacking the audio cassettes.
From the view point of the teachers: There was a significant relationship between the evaluation of the books and the teaching experience, the teachersõ degree and the gender of the teachers. But there wasn’t any significant relationship between the evaluation of the books and the teaching location.
For measuring the readability of the writings, Fog index was used. The results indicated that the readings of the books in all the grade were in low level. That is, they are very simple to read and students need a level higher than these ones. Consequently, all of the books were poor according to the results.