جستجوی مقالات مرتبط با کلیدواژه "persian book" در نشریات گروه "علوم تربیتی"

Content analysis is one of the documentary and covert methods that deals with the systematic, objective, quantitative and generalizable examination of the communication messages in the text and as a result does not enter into the interpretation and semiotics of the message content.The purpose of the present research is to evaluate the third-grade Persian textbook of 2018-2019 based on the Clouse method and assess the degree of adherence of its content to the principles of planning in setting the structure. The case study was the third-grade Persian book, a random sample of 26 third-grade elementary school students in Shiraz city was selected to implement the cloze method. A researcher-made test was used to collect information. The analysis of the information showed that the content of the material is self-learning and independent. So it is suggested that the teachers use the students' abilities in teaching this lesson in the virtual education or teaching in multi-grade schools and focus more on other lessons.

This study was conducted to analyze the content of Persian textbooks of elementary school students up to sixth grade in the mental retardation students.

The research method is a descriptive survey of the analysis type. The statistical population of this study is all Persian textbooks from first grade to the sixth grade of elementary school students of mentally retarded students in 2017-2018 using the purposeful sampling method. In this petition, all 8 Persian books of these students were analyzed in terms of words and sentences.

The results of this research show that among the components of the theory of mind in the first grade Persian book, only the components of predicting the behavior of others and the ability to understand and interpret the emotional states of others have been discussed. In the second elementary school Persian book, the components of the ability to understand and interpret the emotional states of others, to predict the behavior of others, and to take into account the mental states of others have been discussed, and in the third elementary school Persian book, the components of the ability to understand and interpret the emotions and emotional experiences of others, predicting the behavior of others, predicting one's behavior, and considering one's mental states have been discussed. In the fourth grade Persian book, predicting the behavior of others, considering the mental states of others and considering one's own mental states and the ability to understand and interpret the emotions and experiences of others are mentioned in the content of the book as components of the theory of mind and in the content of the book In the 5th elementary Persian, the components of predicting one's own behavior, predicting the behavior of others, the ability to understand and interpret the emotions of others, and to consider the mental states of others are mentioned, and finally, in the 6th elementary Persian book, all the components of the theory of mind - although A little - apart from the ability to understand and interpret one's emotional states, it has been addressed.

With the results obtained from the analysis of the content of the Persian books of elementary school students with mental disabilities based on the structure of the theory of mind, it was found that in these books, all the structures of the theory of mind have not been fully addressed in most of the levels, or The limited form has been paid.

Semantic network displays a large number of words in a related network. The existence of semantic networks in a text represents the coherence of a text and consequently results in a better reading and learning of a text. The purpose of this research is the analysis of semantic networks, concrete and abstract fields and sense relations in Persian textbooks of first to third grade of elementary school. The present study is a descriptive-analytic research of qualitative type. In this study, semantic networks, concrete and abstract field and conceptual relationships in the texts of Persian books in the first three years of elementary school were studied. The findings indicated that the words in the texts often included at least one semantic network to be drawn, either with or without a title. The conceptual relationships between the words were: collocation, synonymy, opposition, hyponymy, metonymy and member collection. Among these relationships, collocation was the most and member collection was the least frequent relationships. The frequency of concrete field was also halved from the first to the third book, and abstract field had almost the same frequency.