جستجوی مقالات مرتبط با کلیدواژه « دوره متوسطه اول » در نشریات گروه « پزشکی »

The present research has been conducted with the aim of designing a suitable curriculum model with an emphasis on religious democracy in the first secondary school.

The research method that governs this research is the sequential-inductive method. For this purpose, in order to achieve the desired pattern, using semi-structured interviews, from the opinions of 18 experts in education and training and other specialties related to the subject. was used Sampling in this section was purposeful and continued until theoretical saturation was reached. Based on the information obtained from this section, the desirable components and elements of the official curriculum centered on religious democracy for the first secondary school were extracted. To validate the proposed model in the final part of the research, after designing the researcher-made questionnaire and evaluating its validity and reliability, the opinions of 40 related experts were collected about the internal validity of the model and analyzed and evaluated using the method of exploratory and confirmatory factor analysis. took

The results showed that the proposed model has good internal validity according to experts. Among the features of this model, we can refer to being native, paying attention to the characteristics of the audience, being exclusive, being scientific, comprehensiveness of the model, being new, and an active approach in education.

As far as possible, different and diverse methods are used in religious democracy training methods. Students learn in real life conditions. According to it, the methods of training religious democracy should be held in a participatory and interactive manner and these methods should not be implemented with coercion and imposition.

The present research was conducted in order to design a family economics curriculum model for Iran's second secondary school.

The approach of this research is mixed exploratory (qualitative-quantitative). The research method in the qualitative part is based on the foundational data theory and in the quantitative part, it is a descriptive survey type. The participants of this research include all experts in this field (professors, specialists and experts in the field of educational planning, educational management, educational research, economics). The selection of participants in the qualitative section was done by non-random sampling method and using the snowball technique. The semi-structured interview continued until the theoretical data saturation level and 30 people were interviewed. Strauss and Corbin method and three-stage coding (open, central and selective) were used to analyze the data in the qualitative part. In the quantitative part of the research, a researcher-made questionnaire was used to examine the current and desirable state of the family economics curriculum model. Sampling was done in the quantitative part by a simple random method among specialists and experts (field of educational planning, educational management, educational research, economics, psychology, sociology and accounting) and 118 people were selected as a sample.

Based on the model obtained, the components of family economics education for students include: family education, explanation of individual factors, economic approach of society, explanation of social factors, suitable educational content for better understanding of economic concepts, suitable educational environment, life skills and teaching concepts. They are economical. The findings of the quantitative part of the research using the chi-square test also showed that the components and items extracted in the qualitative part were of medium to high importance and all the sample people had a positive opinion about the model.

They confirmed its coherence and strength and evaluated it as completely consistent with the literature of activities in the education environment.

The current research was conducted with the aim of pathologizing the current state of the first secondary school curriculum from the perspective of paying attention to the moral competences of the documents of the fundamental transformation of education.

research method, combined (mixed) and statistical population including a): official documents related to the fundamental transformation of education and upbringing and researches related to moral education, b): textbooks of the first secondary school in the academic year 2022-2023 c): Curriculum planning specialists of government universities and teachers of Tehran. "Census" method was used to sample the documents, and non-random "targeted" sampling method was used to sample textbooks and select experts. In order to collect the data from the "objectives" and "content" review, the researcher made a content analysis checklist and to collect the data related to the teachers' opinion about "teaching-learning methods" and "evaluation methods" in the mentioned curriculum, from the method "Survey" was used. Also, in order to identify the themes and ethical components of the fundamental transformation documents, the document analysis method was used. The validity (form and content) of the tool was checked and confirmed by experts. The reliability of the questionnaires was also calculated with Cronbach's alpha formula.

Data analysis using statistical indicators and the results showed that the current situation of moral education in the secondary school curriculum is not appropriate.

In the curriculum of the course, some of the goals and ethical components of the document have been neglected or neglected, and the educational methods and evaluation methods used have not been sufficiently consistent with the criteria of the fundamental document.

Identifying the factors affecting the lifestyle related to reducing PMS symptoms can help to reduce the health problems of women and girls. Therefore, the aim of this study was to determine the "predictors of lifestyle related to reducing the premenstrual syndrome (PMS) symptoms  based on the Health Belief Model (HBM) constructs  among the first-grade high school female students in Urmia".

This cross-sectional study was conducted on 410 first-grade high school female students in Urmia who were selected by multi-stage cluster sampling in 2021. The data collection tools included demographic characteristics, Premenstrual Symptoms Screening Tool (PSST), and a researcher-made questionnaire based on HBM constructs and knowledge. Face validity and Content validiyt methods were used for determine validity and Cronbach’s alpha was used for determine reliability. Data analysis was performed in SPSS 16 using Kolmogorov–Smirnov, Spearman correlation, and Multiple linear regression. The results were considered statistically significant at the level of p <0.05

Perceived self-efficacy (P <0.001, β = 0.250), perceived barriers (p <0.001, β = -0.162), perceived severity (p <0.05, β = 0.155), and perceived benefits (p = 0.019, β = 0.130), were significant predictors of lifestyle related to reducing PMS symptoms. HBM constructs and knowledg explained about 28.2% of the variance of lifestyle related to reducing PMS symptoms among the studied students.

HBM constructs are valuable and appropriate to identify the factors affecting the lifestyle related to reducing PMS symptoms among high school female students and to design and implement educational interventions in this field.

The purpose of this study was to design teaching methods in the Persian literature curriculum for the basic skills of the first secondary school.

The research method was mixed (qualitative-quantitative) of successive-exploratory designs. The statistical population in the qualitative section included 60 curriculum specialists and Persian literature experts and in the quantitative section 830 Persian literature teachers in the academic year 1399-1398, of which 20 and 263 people, respectively, the sample size using the sample method. Cluster sampling was selected. The tools used in the qualitative part were interviews and summaries of documents. Using the content analysis method, the Meering sequential model and the inductive categorization system of 10 themes, 185 code concepts. Factor analysis method the extracted concepts were analyzed.

The results showed that the use of storytelling method, storytelling method, problem solving method, class discussion method, question and answer method, rhetoric method, lecture method, role playing method, scientific circulation method and observation and using inductive thinking method in Among the learners, one of the most important teaching methods in the Persian literature curriculum is the basic skills of the first secondary school.

By applying the design of teaching methods in the Persian literature curriculum of basic skills, it is possible to help improve the strengths and skills of students in the subject areas.
Designing teaching methods in the Persian literature curriculum of the foundation skills of the first secondary school
 

Among the important and basic reasons in the discussion of choosing the curriculum of Persian literature is undoubtedly that the course of Persian literature is a combination of Persian language and literature, educational sciences, mysticism, which should be given more attention in teacher training centers. Teaching Persian literature has its own discipline and education, and its perceptual framework is different from other sciences such as mathematics education, art of physical education, medicine. This discipline and education must be formulated to reach its evolution. The teaching of Persian literature is not a part of educational sciences or a part of language and literature, which was created from the connection of these two discrete components, but it has an independent identity from educational sciences and literature and is involved in all issues related to the teaching and learning of Persian language. Stream refers to the choice of content, curriculum, teaching method, teacher training, learning conditions, evaluation of learning and what is related to Persian language learners. Drake, the author of Curriculum Development, says that stepping into a world where knowledge has increased at an amazing rate, it is clear that we cannot expand the curriculum at the same rate as the increase in knowledge. We must practice addition by subtraction. Smith puts forward the effective learning conditions and believes that these conditions are crystallized in the curricula with the construction of integration, and other critics believe that integrated curricula, including the Persian literature curriculum, lead to the development of intellectual skills at higher levels. to be The meaning of basic skills in the curriculum of Persian literature is writing, reading, listening, speaking, verbal and non-verbal skills. On the other hand, improving reading skills, such as fluency or fluency, is one of the most important skills students learn in the early years of elementary school. Fluent reading helps students to write more fluently, but as students grow older, reading skills play an important role for them in understanding Persian literature, mathematics, social studies, etc. Despite the fact that many experts say that the ability to read is one of the most important learning needs of students in today's life and it is considered as a common foundation for success in all academic fields, but it seems that this issue is still not taken seriously in many schools. The parents of the school do not give much value to it, while reading literacy as a macro-linguistic skill allows a person to achieve many and different experiences. In discussing the current status of the Persian literature curriculum, it should be stated that the lessons related to literature today, as they are common today, are devoid of enthusiasm, do not arouse the interest of students properly, and teaching It will not be successful. Nowadays, many useful and beneficial activities in the field of reading literature are empty. Not having an essay lesson in secondary school and not being excited when reading literary texts is boring for students.

The method of this research is mixed or combined (qualitative-quantitative) of the type of sequential-exploratory designs. The statistical population in the qualitative section included 60 curriculum specialists and Persian literature experts and in the quantitative section 830 Persian literature teachers in the academic year 2018-2019, of which 20 and 263 respectively, using the cluster sampling method. was selected The tools used in the qualitative part were interviews and document summaries, which were extracted using the method of content analysis, Meiring's sequential model and the inductive categorization system, and in the quantitative part, the tool used was a researcher-made questionnaire, which was developed using the factor analysis method. The extracted concepts were analyzed into 10 themes and 185 code concepts. In the context of the research implementation process, it should be stated that the required data was collected by "document review" and "interview". 3 book covers and 20 article titles were purposefully selected and studied, and semi-structured interviews were conducted with 10 women and 10 men. Each interview lasted an average of 60 minutes. Document study and interviews were conducted based on information saturation of the researcher. In the interview section, notes were taken and then, based on the similarities with the primary and centralized coding, codes were assigned to similar cases and they became categories that were the main purpose of the research. Data analysis was done in the qualitative field based on content analysis, Meiring's sequential model and inductive categorization system, and in the quantitative field, the factor analysis method was used.

The results showed that the use of story-telling method to strengthen multiple skills among learners, the use of story-telling method to strengthen multiple skills among learners, the use of problem-solving method to strengthen knowledge and reasoning of multiple skills among learners, the use of discussion method A class to strengthen multiple skills among learners, using the question and answer method to strengthen knowledge and multiple skills among learners, using the innovation method to strengthen multiple skills among learners, using the lecture method to strengthen knowledge and reasoning of multiple skills in between learners, using the role-playing method to strengthen multiple skills among learners, using the scientific tour and observation method to strengthen multiple skills among learners, using the inductive thinking method to strengthen multiple skills among learners, using suitable teaching methods for It is very necessary to strengthen multiple skills among learners and use multiple effective factors in learning among learners.

By applying the design of teaching methods in the Persian literature curriculum of basic skills, it is possible to help improve the strengths and skills of students in the subject areas.

The aim of this study was to identify the desired objectives of the curriculum of extracurricular activities of the first secondary school with an Islamic approach to prevent social harm and improve social health.

This research was applied in terms of purpose and in terms of combined method of simultaneous-multi-angle. In this study, in order to collect data, in addition to surveying the opinions of experts in the form of a researcher-made questionnaire, semi-structured was also used. The study population in relation to the selection of objectives consisted of all professors of sociology in Arak. Sampling method was available from this sampling community and finally 8 people participated in the study. Participants in the interview were experts in the fields of psychology, curriculum planning, counseling, religious sciences and Islamic education in Arak. The participants of the study were selected from this community by purposive sampling. The interviews with these people continued until the theoretical saturation was reached, and finally 15 experts were interviewed.

Finally, according to the results of the questionnaire and interviews, a total of 80 goals that are classified under the five elements of reason, faith, science and ethics in four areas of educator relationship with self, God, creation and creation; They were identified as desirable goals of the social harm prevention curriculum.

The results of this study can be used in curriculum design extracurricular activities.

The present research was conducted with the aim of designing a financial literacy education program (case study: first year secondary schools of the country).

This research was applied in terms of purpose, in terms of the type of data collection, it was of a mixed type and was conducted using content analysis, grounded theory and survey methods. The statistical population of the research in the qualitative part included education experts. The sampling method in this section, snowball, was a purposeful choice. Finally, 20 experts participated in the interview. The second group of the statistical population included teachers, university professors, financial literacy experts and entrepreneurs. 330 people were selected as quantitative statistical population. To analyze the qualitative data, the logical methods of inference, induction and analogy were used using MAXQDA software. Descriptive and inferential statistics were used to analyze quantitative data. In the inferential part, exploratory factor analysis was used.

The results of the research showed that the components of national literacy training for first year high school students include the components of financial knowledge training, financial communication training, financial empowerment, financial behavior training, financial trust, and financial supervision.

Finally, in this research, a model was designed that had good validity.