فهرست مطالب

پژوهش و نگارش کتب دانشگاهی - سال شانزدهم شماره 1 (پیاپی 25، تابستان 1391)

نشریه پژوهش و نگارش کتب دانشگاهی
سال شانزدهم شماره 1 (پیاپی 25، تابستان 1391)

  • تاریخ انتشار: 1391/09/25
  • تعداد عناوین: 7
|
  • Shabnam Nasri, Eissa Rezaei, Mohammad Armand Page 7
    Along with the invention of computer and other electronic equipments, we step into the so-called Electronic Age. Electronic equipments and facilities have influenced all the levels of life and brought about extensive changes and developments in human life. Together with the development of virtual universities and electronic learning, and also by the computer and internet available for students, this industry is incrementally entering into the realm of textbooks so that electronic textbooks have found their place beside printed books. An electronic book is a digital data source that is developed in a coherent, systematic, and purposeful way to present a certain subject and can be introduced in a continuous or discontinuous way, by electronic tools such as computer, book-reader or portable specialized tools. Regarding the importance of electronic textbooks, this article presents the principles of developing and writing e-textbooks on the basis of a research that not only compared e-books versus printed books,but also measured the effects of e-books on student learning.
    Keywords: e_book_electronic book_reader_the principles of developing e textbook
  • Ali Asghar Pourezzat Page 27
    This research aims to determine the validity of meta-time working groups for the compilation of long lasting academic books. Compiling and revising large encyclopedias and developing knowledge through textbooks are usually beyond the ordinary capacities of one human generation. Therefore, to develop such durable scientific encyclopedias, using meta-time working groups seems necessary. The present research, considering the record of compiling five large encyclopedias of the world, emphasizes the necessity of an especial attention to the structure and method of leading trans-generational groups of scientists and researchers. These groups provide the possibility for a kind of synergy free from the necessity of time convergence, and make an opportunity for the development as well as the formal and informal coordination of activities in long periods. In this way, they become able to gradually compile encyclopedias, or in successive educational courses, offer the knowledge accumulated in the textbooks in a more useful and qualified manner through the expansion and interpretation of textbooks.
    Keywords: meta, time working groups, encyclopedias, annotation of textbooks, revising textbooks
  • Mehri Bahrambeigy Page 44
    Syllabuses are among curricular tools that constitute special characteristics. Syllabus is a plan for educational activity and a tool for educational planning on which the progress of students is dependent. Therefore preparation of a relevant syllabus involves a great investment that deserves particular endeavor. Syllabus is to provide students with useful information pertinent to their field of study and its curriculum. Syllabuses that are inexplicit, incoherent, irrelevant to the trends of disciplines, stale, inefficient, and impertinent to the size and number of course units will lead to the student’s confusion and anxiety throughout the academic session. Preparation of syllabus is impressed by factors that are oriented either toward teaching (Transfer of Knowledge), or learning (Acquisition of Knowledge). While presenting a proper model for academic syllabus that is conventional in Western countries, this article studies the appropriateness rate of French language syllabus in Iran and finds that unfortunately, the present syllabuses need serious and radical revision, and the prerequisite units have not been carefully specified; seemingly, some inconsistencies in the presentation of courses and neglecting the priority and posteriority of certain prerequisite units have been problematic.
    Keywords: academic syllabus_characteristics of a proper academic syllabus_objectives_content_educational activity_assessment_resources_French language syllabus
  • Nasser Rashidi, Maryam Bahrami Page 59
    Textbooks, in every class including a foreign language teaching class, in every level, and in every educational center – schools and universities – play the pivotal role in the process of teaching and learning. As such, developing and using suitable and related criteria for the evaluation of textbooks in foreign language teaching classes are of great significance. For this evaluation to take place, theoreticians and researchers have developed different evaluation frameworks based on certain principles and criteria. One of these frameworks that has been applied in many studies is developed by Littlejohn (1998). The present study not only aims to evaluate the Payame Noor University General English textbook on the basis of this framework to determine its strong and weak points as well as its explicit features, but also tries to see whether they are in line with the objectives set for it. To achieve these goals, three English language university instructors after studying the abovementioned textbook, rated the evaluation checklists developed within Littlejohn's framework (1998). Results of the study show that although there are a number of shortcomings in this textbook, it stands up reasonably well to a detailed and in-depth analysis, and therefore its positive attributes far outweighed its shortcomings.
    Keywords: textbook, checklist, framework, evaluation, Littlejohn
  • Parvaneh Shah, Hosseini Page 79
    In this article, the author tries to study the compilation of geographical textbooks and research materials with an eye toward useful methods and tools. In ancient times, mathematics and geometry had been used in geographical studies. However, in the Middle Ages, Aristotelian and Ptolemaic perspectives as well as the dominance of Catholic Church led quantitative methods to be replaced by imageries. In the period from 17th century to 1950s and 1960s, geography, found a descriptive feature under the influence of Determinism, and since then, quantitative methods have been used in this field of study. However, because of the problems raised by exaggerated emphasis on quantitative methods, nowadays, geographical studies and textbooks stand between Positivism and Phenomenology.
    Keywords: quantitative methods, qualitative methods, descriptive geography
  • M. Amin Nasseh, Zahra Ostadzadeh Page 93
    Endangered languages and dialects, as a mirror of cultural and civilizational history, constitute a major part of spiritual heritage and national identity of a country. “Dialectology” is a methodological measure. In Iran, this field of study lacks a rich literature since the only core of reference is the few graduate theses done in the area of linguistic research and some other few relevant academic fields. While the studies of dialectology have been carried out in Iran since 1961, no general or determined university unit of study has been assigned to “dialectology” in academic curricula. Consequently, no specific textbook has been developed to better organize and cover this subject. In this article, the internationally oriented attention paid to this field of study is reviewed and the existing national Iranian dialects with their branches have been listed. Besides, a sort of complete portrait of all the national researches concerning “dialectology” has been presented to the readers to make available better studies. Finally, after the explanation of the existing models, the apt path of developing the needed material to this end is mapped while the possible obstacles of specifying an independent university course unit of study have been introduced and discussed. Inclusion of a “dialectology” unit in the curricula of the relevant fields is impressively advised to pave the way for the purposeful composition and presentation of textbooks for This subject.
    Keywords: dialectology, curriculum planning, language documentation, language revival
  • Esfandyar Motamedi Page 111
    After the establishment of Dar-ol-Fonoon (1230SH/1851AD) and following the employment of foreign professors in Iran, the compilation and translation of textbooks began. The content of these textbooks included modern sciences and techniques that were not popular in Iran yet. The first innovation that took place in these books dealt with the translation of improper foreign terms and words into proper scientific Persian ones. Forty-eight years later, with the emergence of educational system and the foundation of new elementary and high schools, new textbooks were published by the founders, principals and teachers of these schools. After Constitutional Revolution, and with the formation Supreme Council of Knowledge Ministry, textbooks have been written according to the program of Knowledge Ministry since 1297SH/1918AD. Since 1310SH/1931AD the elementary textbooks, and since 1317SH/1938AD high school textbooks have been respectively published by the Ministry of Culture, the Bureau of Writing In 1312SH/1933AD, government had the Supreme Council of Knowledge Ministry to ratify the by-law of the Press Bureau, and in this way practically introduced a new order to the compilation of textbooks. In 1320SH/1941AD, the political-economic incapacity of the government led the compilation and publication of the textbooks to private sector. This trend made many teachers and professors to write and translate textbooks. Open competition in textbook compilation and publication caused several similar titles for a single subject-matter. This open competition led to a chaos and finally was replaced by governmental monopoly. Later on, textbook compilation and publication was assigned respectively to Iran’s Organization of textbooks and the Educational Research and Programming Organization of the Ministry of Education.
    Keywords: history of textbooks, Supreme Council of Knowledge Ministry, curriculum, Organization of textbooks, Research Organization