جستجوی مقالات مرتبط با کلیدواژه « آموزش دینی » در نشریات گروه « علوم تربیتی »

An elementary school course titled “Heavens’ Presents” is one of the very important courses in the Iranian educational system as it is aimed at the teaching of moral and religious fundamentals to the pupils. However, the achievement of the said aim is highly in doubt, given the shortcomings observed in both the content of textbooks, and methods of explanation therein, used in the course. To identify the shortcomings through triangulation, in addition to conceptual reexamination, and referential use of research findings, six explanatory approaches were utilized in order to content analyze the aforementioned textbooks. Results show at least twelve intertwined shortcomings: the incongruence between the format of the books and students real environment, lack of clarity in explanations, improper expectation as to the pupils’ adherence to all aspects of religion, creation of psychological contradictions for students, lack of a cohesive approach to recommended actions, lack of balance in emphasizing Islamic teachings, benign fear and shame in teaching commands, inadequate use of new methods of teaching morality, overemphasis on disciplinary approach to explanation of the content, inappropriate explanation of abstract concepts, inductive questioning or problem presentation, and finally omitting some of the basic concepts. In other words, a fundamental revamping of the reviewed textbooks and refitting them to students’ psycho-social, and cultural conditions is a must.

The purpose of this study is to analyze the lived experiences of teachers and specialists in various religious and educational sciences regarding the role of teachers in religious education in the second phase of primary school. To achieve this goal, semi-structured interviews were conducted with the teachers and the experts, and coding and categorization techniques were used to analyze the data. After the analysis, the data obtained from the interviews on teachers' roles in religious education were divided into three categories: expert and insightful, teachers' emotional relationship (as friends and guides), and the role teachers as models. Playing each of these roles requires characteristics and practices by the teachers to be effective. As an expert and insightful person, the teacher must have the required concern and mastery of religious subjects, as well as the ability to recognize and show proper practice in educational situations. Making an emotional and intimate relationship with students is also possible by showing appropriate measures such as warm and intimate conversations with students, various techniques of encouragement, humor and cheerful mood, motivation and comfortable relations. Most importantly, in order for the teachers to be considered as models for the students, there must be an acceptable balance between their speeches and behaviors.

This study seeks to explore the methods of the religious teaching based on school teachers’ and religious and teaching experts’ the lived experiences on the religious teaching methods at senior elementary schools. For this purpose, a semi-structured interview with the teachers and experts was used and data coding and categorization were used to analyze the data. The Teachers and experts emphasized the use of methods in religious teaching to create students the necessary grounds for thinking, arguing and judging. The methods of religious teaching not only should take advantage of the concepts of religion in combination with other sciences, but also should provide students with the opportunity to discuss, debate, experience religion, and practice religious concepts. Furthermore, the most widely used methods used by teachers in religious teaching include storytelling, integration with different courses, project or unit of work, role-playing, discussion, and question and answer, opportunity for experience, performance judgment, and allegory and simile.