جستجوی مقالات مرتبط با کلیدواژه « راهبردهای تدریس » در نشریات گروه « علوم تربیتی »

The main purpose of this study was to explain the teaching of thinking to children and adolescents in the context of teaching strategies and textbook content. The method of data collection in this study was documentary and the method of data analysis was analytical-inferential. The results show that thinking training consists of seven aspects that with a practical theoretical approach, to teach seven specific types of thinking, practical solutions in the form of active teaching strategies that can be implemented at the specified time of the school curriculum. The first issue in teaching thinking is that the appropriate teaching topic for each type of thinking is included in the textbooks. Then the appropriate educational facilities and space for teaching that kind of thinking should be provided. During the teaching of thinking in the context of teaching strategies, it should be noted that at the same time, the two goals of achieving the goals contained in the desired content of the textbook and activation and, consequently, the growth of inclusive thinking should be considered and should not take one place. The application of each type of thinking has its own function that other types of thinking do not have.

One of the main concerns of the country's higher education system is the achievement of practical educational missions in the universities’ system process output, i.e. students. Therefore, the aim of this research was to provide a model to facilitate the teaching effectiveness of faculty members and its implementation mechanism in universities and higher education centers according to the topics related to the lecturers’ teaching effectiveness. This research was conducted in a qualitative method using thematic analysis technique and semi-structured interviews with 15 faculty members of Islamic Azad University, Tehran Research and Science Branch. Data analysis and findings indicated that 50 concepts in different scientific sources, 126 new concepts in the text of the interviews and finally 150 new concepts were identified after organizing the concepts collected from the interviews and scientific sources, it placed. The main strategies and categories in facilitating the teaching effectiveness of faculty members were classified in the aspects of lecturer’s scientific-research capability, professional characteristics of the lecturer, individual-educational skills, strategies related to lecturers, strategies related to teaching, and the ones related to the university. Applying this model and knowledge its components in different sections can play a significant role in improving the teaching efficiency and effectiveness and able to increase the possibility of Iranian universities development in the future.

One of the main concerns of the country's higher education system is the achievement of practical educational missions in the universities’ system process output, i.e. students. Therefore, the aim of this research was to provide a model to facilitate the teaching effectiveness of faculty members and its implementation mechanism in universities and higher education centers according to the topics related to the lecturers’ teaching effectiveness. This research was conducted in a qualitative method using thematic analysis technique and semi-structured interviews with 15 faculty members of Islamic Azad University, Tehran Research and Science Branch. Data analysis and findings indicated that 50 non-repetitive concepts (219 repeated concepts) in different scientific sources, 126 new concepts in the text of the interviews and finally, 150 new concepts were identified after organizing the concepts collected from the interviews and scientific sources, it placed. The main strategies and categories in facilitating the teaching effectiveness of faculty members were classified in the aspects of lecturer’s scientific-research capability, professional characteristics of the lecturer, individual-educational skills, strategies related to lecturers, strategies related to teaching, and the ones related to the university. Applying the research model can be used as a means to enhance the effectiveness of faculty members, university deans, and higher education policymakers.

Reading skill is one of the most important language skills that play a special role in learning a second language. Success in learning reading skill depends on proper teaching strategies and methods being used by professors. Since this skill does not have a specific course in Arabic Language and Literature program, it is often seen that teaching reading skill is neglected and the students do not acquire this skill well. Therefore, the present study uses a descriptive-analytical method and a survey method to study teaching reading skills in the Arabic language and literature departments of Iranian state universities at M.A. level. The statistical sample of this study is composed of 22 teachers (classes) of literary texts and 124 undergraduate students in the Arabic Language and Literature Department of 12 Iranian State universities. The data gathering tools used in this study are observation, interview and test. The results show that the teachers pay "little" attention to teaching reading skills and using modern strategies for teaching, and often use conference strategy to teach.

This study investigates the experience of elementary school students of the substitute teachers throughphenomenological method. Therefore, 31 students, who have had a substitute teacher at least during one term, are selected through purposeful sampling. The data is collected through semi-structured interviews and each student is interviewed about 30 minutes. Yin’s five-step method is used for analyzing the data. The findings shows that the quality of students’ experience from class management and teaching strategies mainly depends on the characteristics of substitute teacher such as level of educational experience, knowledge and social and emotional competencies. In addition, most students are dissatisfied with the reduction of teaching hours of the main teachers. The results of this study indicate that the substitute teachers should be selected carefully and the reduction of teaching hours of main teachers should be reviewed and re-considered for the elementary grades.

Entrepreneurship education (EE) is a fast growing field; despite of this, the content and teaching strategies are vague. This paper collected the studies on goals, content, teaching and evaluation approaches of EE, and by synthesizing them, provided an appropriate compound of them. The criteria for selecting the studies were examination one or more of mentioned components among 2000-2016. Findings of each component have been discussed and by synthesizing them, the final conclusion has been approved. According to this study, EE goals in elementary level include familiarizing with basic concepts, motivation, interest and entrepreneurial spirit. The secondary level objectives are promotion of entrepreneurial skills and competencies. Content is developed based on goals, and is integrated in three first years, and then is delivered in both integration and discrete. Active teaching strategies, especially induction and intuition, are appropriate. The authentic evaluation methods and formative evaluation approches are more fit with entrepreneurship nature.

Approaches of faculty members toward curriculum planning area base for application of their teaching methods، teaching strategies and evaluation techniques. The general purpose of this study was to investigate the relationship between Shiraz University faculty members’ preference of curriculum development model and their performance in teaching strategies and methods، and evaluation techniques in teaching-learning process. A descriptive and explanatory research method was chosen for this study. The statistical population included 661 faculty members at Shiraz University in 2010-11 academic-years. By cluster sampling method، 171 faculty members were selected. The research instruments included a researcher made scale based on 3 models of curriculum and faculty members’ performance in teaching-learning process (Lester & Bishop، 2000). The data was analyzed by using Freedman test and multivariate analysis of variance. The results of research showed that semi- centralized model was the preferred curriculum model for faculty members at Shiraz University. The interaction between curriculum development model and teaching experiences had significant relationship with teaching methods، but it didn’t have significant relationship with assessment strategies and skills. The interaction of faculty members’ preference of curriculum development model had significant relationship with faculty’s academic rank، but it didn’t indicate significant relationship with teaching methods، teaching strategies and assessment techniques.