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

Lesson study is a Japanese model for professional training of teachers. They meet in the relevant meetings and exchange opinions about educational issues and topics and the structure and content of the textbooks, review the reforms and changes and prepare themselves for better teaching. The problem of this research is the unfamiliarity and complexity of the Persian textbooks of the first, second and third elementary school; The proposed solution is to examine and analyze their styles. The type of research is exploratory, its approach is qualitative-quantitative and its method is descriptive-analytical. The statistical population and sample include all the lessons of the three mentioned books except the exercises. The background of the studies has also been examined in line with lesson study, but stylistic analysis is a new work that can open the meaning and purpose of each lesson for teachers and familiarize them with the meaning and nature of the text. The findings of this research show that Persian II has more stylistic variety, Persian I is more expressive, narrative and descriptive, Persian III is more allegorical than the other two. Farsi II and III are more fictional as well. The questioning, causal, analytical, comparative, explanatory and exemplary style in all three books is also very low. From findings, it can be concluded that the mentioned books do not have much philosophical nature. Another reason is that in the narrative style that is prominent in the mentioned books, there is no element of causality and verisimilitude of fictional style.

There is no text without a message. A number of text messages are overt, others are hidden and a number of texts have both overt and hidden messages. Text readers analyze a text consciously or unconsciously to understand its message. The reading of a text has three modes. The criteria are the authors themselves, the text, and the reader. Content analysis leads the reader to decoding of the text. Psychoanalysis, linguistics, hermeneutics, sociology, art or sociology of literature, and sociology of language, are different approaches to text analysis which consider different signs for textual analysis.

The objective of this research is to study and compare the effectiveness of rhetorical patterns on reading comprehension of Islamic Azad University students. The sample group includes 180 students of East Tehran Branch who were selected randomly. The subjects were randomly assigned into experimental groups. The instrumentation of the study included the texts and text comprehension questionnaire. The text included three versions of a single text، i. e. they had identical content but different schemata: descriptive (listing) pattern، explanation pattern، and analysis pattern. The collected data were analyzed by one-way ANOVA test. The results of this study failed to confirm the effectiveness of text type on reading comprehension.

The present paper aims to investigate the amount of multi-cultural education components in the textbooks of secondary schools from 2013 to 2014. It is conducted through text-analysis. The components of Multi-cultural education were initially collected from theoretical text and research background using document analysis and then they were numbered in the textbooks of secondary schools. The units of analysis were sentence, question, picture, activity, and the poem in the textbooks. Research tools were bibliography cards and inventory form in document and text analysis respectively. Data were analyzed by using descriptive statistics. The statistical population is the textbooks of secondary schools from 2013 to2014 and samples were Iran and International History I, Iran and International History II, History (Pre-University Schools), Social Studies (Secondary Schools), Sociology I, Sociology II, Social Studies (Pre-University Schools) which were expected to contain multi-cultural education components. The most significant results are as follows: out of 180 frequencies in the text books of secondary schools, History I with 76, i.e. 42.22% contained the most multi-cultural education components and Social Studies of secondary school with 5, i.e. 2.77% contained the least components. Among the components, “introducing various cultures to students in the content of textbooks” had the largest number of frequencies, i.e. 59 and “helping to understand and tolerate different opinions from various cultures, and defining multi-culture homework for students in the content of textbooks” had the smallest one, only 1, i.e. 0.55%.

The aim of this research was to study the relationship between the empirical sciences high-school third graders after school activities (hours dedicated to doing assignment, studying text-books, supplementary books, participating in tutorial math 3 class) with their math academic achieving and determining the share of each activity in the process in zanjan city. The statistical population was all the district one and two third grade male students in public and private school which included 240 people. Using Cochran's formula 148 people were chosen as sample size. The sampling method was stratified random sampling. The research method was descriptive survey. The results showed that among all the after school activities, after controlling the intelligence variable, there was only a significant different between the hours dedicated to doing math assignment and math academic achievement. The other school activities didn’t show significant difference.

Discourse analysis, a research method used in different branches of humanities, aims at retelling and identifying the hidden meanings of the text. Using this method,the researcher tries to show the relationship between the author, text, and reader. A study of the language reveals that there are several factors influencing the formation of the message of speech. Some of these factors have to do with the deep meaning of the text and some with the surface meaning of the text. This method puts special emphasis on the factors which have to do with the surface meaning of the text. The main components of discourse analysis are: linguistic analysis of the text, investigating the coherence of the text, the context, examining intertextual relations and denotative meaning of the text, and taking a glance at the function of the text. Discourse is the main hidden idea in the text, and discourse analysis is based on concordant observance of all the factors forming the message. The present paper investigates the applied explanation of discourse analysis method and its application in the sources of Islamic traditions.

Content analysiss is one of the important and practical topics from which researchers can benefit in investigating their data. It is a qualitative procedure and is commonly used in sociological studies. Therefoe, it can be used to analyse speech, written works such as articles, books, speeches, films, pictures, motions of the mannar of utterance, repetition of words, the tune used in an utterance and so on. It helps aresearcher to find out thehidden layers and deep phenomena connected with the subject to be investigated.

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.