نشریه پژوهش و نگارش کتب دانشگاهی
سال هفدهم شماره 1 (پیاپی 28، بهار 1392)

The importance of systematic and simple writing for educational purposes is obvious to all. In past times, the impressive impact of this fact, though slightly, was generally accepted, but in practice, it was taken for granted and this negligence may be caused by the difficult and time-consuming feature of this task; and books whether scholarly or educational and pedagogic, had not been supplied with educational technology in general. This paper briefly discusses the importance of educational technology, and then brings several sample texts from The Major Premise in logic, Molla-Abdolla's Annotations, and Poems of Sabzevari, and partially shows that these texts are difficult for basic and intermediate learners, and introduces a sample text from Mozaffar's Logic to introduce a text with proper educational technology in logic. Moreover, the paper gives a report on some of the books of Islamic jurisprudence logic, as well as their simplicity and difficulty. Finally, it points to the precious work of the late Mozaffar in logic and Islamic jurisprudence logic.

The increasing growth of scientific demands in the present time requires an educational coordination in various levels. The compatibility of the objectives and methods as well as the tools and needs, and moreover, the establishment of an instructional system where all elements, especially the instructional materials, can realize the objectives by performing their roles are necessary to the educational planning and its dynamic and efficient methods. Paying attention to the methodology of instructional material production according to the objectives and the target society, not only reveals the existing inadequacies and deficiencies, but also helps evaluate and measure its efficiency on the basis of analogical indices. In the field of skill instruction, there is no significant success in the production of instructional materials except for using certain tested models with little successful assimilation to the external samples. Language education, especially teaching language skills has been increasingly challenging. Arabic language too, whether as a specialized course or as a secondary or supplementary one, sees its failure to achieve its objectives at an ideal level partially due to the existing deficiencies within the process of the relevant textbooks compilation. Regarding the common models of teaching language skills, this article aims to study the insufficiencies of the university textbooks for teaching Arabic language skills.

From among language skills, teaching pronunciation has been ignored and taken for granted more than any other skills in Teaching Persian Language (TPL). Textbooks, even in the most standard formats, have not said very much about improving pronunciation. Taking into consideration the significance of pronunciation in linguistic communication, this paper suggests some strategies for teaching and practicing pronunciation through textbooks for TPL to non-Persians. In order to answer questions such as how pronunciation should be emphasized in TPL Textbooks, and which practice strategies can be proposed to solve pronunciation problems, there is a hypothesis that propose within communicative approach, the top-down method can be applied to design suitable exercises that are focuced on teaching and reinforcement of pronunciation. This program, more than anything else, focuses on interactional communication between material and language learner; so having a glance on common errors in pronunciation and emphasizing natural pronunciation patterns and not just isolated phonemes, we claim that even exercises in textbooks are developed according to the needs of language learners.

Nowadays there are various points of view on the models of teaching history in the educational system of different countries. One of these educational approaches is historical literacy. The main objective of teaching history in this approach is to reinforce the critical reasoning of the readers. Therefore, learning history is not merely to memorize a huge bulk of narrative reports that are usually about the history of the predecessor's political actions but it is taught to meet the expectations of the contemporary society. Therefore, in teaching history, textbooks need to empathize the cultural, civilizational, scientific, literary, artistic inclinations and the ordinary life styles of the predecessors, as well as the reconstruction of their cultural world. Since teaching history in Iranian universities follows state educational policies as well as policies of the institutions (such as SAMT Organization) that are in charge of producing university textbooks, application of these approaches for teaching history can promote the objectives of teaching history in universities. This article is an attempt to critically analyze how the developments of a historical era in Iran – in the 4th and 5th centuries A.H. (c. 11th century A.D.), regarded as "the golden era of Iran's culture" – have been represented in the educational program and relevant textbooks. This study showed that the lack of "policy of history" – characterized by the up-to-date and efficient academic standards in teaching history on par with the academic domains of this field in the contemporary world of the science of history – has lead to underrepresentation of civilizational and cultural aspects of the developments of this important era of the Islamic culture and civilization in the educational system and university textbooks, on the one hand, and a highlighting of the narration of political developments history, on the other.

History university textbooks for undergraduate students have been vastly published by the official institution of compiling and composing university textbooks in the humanities, i. e. SAMT organization, in recent years and have been referred to by a great number of the professors and students of this field. Now, regarding the level of readability – that refers to the legibility of the text and the arrangement of its content from easy to hard – we can properly ask to what extent the mentioned books follow a certain rule that is based on scientific and theoretical qualifications. Obviously, the observance or nonobservance of such qualifications has a significant effect on the educational process where textbooks or other course resources have a pivotal role. Therefore, finding out the level of linguistic complexity of textbooks, that is to say, the level of the text's readability, is one of the crucial issues in textbook content analysis. Therefore, the readability level of SAMT's history textbooks has been analyzed on the basis of Fry's technique. The findings of this research show that these textbooks are liable to be criticized seriously, and moreover, they neither observe the standards accepted by the specialists of this field, nor the standard put by Fry's technique above all – and this result leads us to one of the reasons of student's underachievement and the relevant problems encountered by professors of history.

This study aims to investigate the effect of story-based strategy versus conventional-formatted strategy for compiling academic textbook content on the learning and retention level of Instructional Technology students of Tabriz University. The methodology of this research is quasi-experimental and includes pretest-posttest design with control group and experiment group. The statistical population of this study consists of 180 undergraduate students of instructional technology from the Faculty of Psychology and Educational Sciences of Tabriz University. Sampling has been carried out random method and sample size was 40. The instrument of this study was a content-based researcher-made test. Before data collection, reliability and validity of learning and retention tests were calculated. Then the learning and retention pretests were executed on all the samples. Covariance test was used for the analysis of data. The results show that using story-based strategy for the compilation of content does not have any significant effect on the learning of the Instructional Technology students - in instructional design course; but it has significant effect on the retention of the students of instructional design course.

Image is an emergence, the emergence of a dynamic idea in the body of a dynamic statement that is directly rooted in ontology. With such an authenticity and inclusiveness, promotion of images should be on the top of educational programs; image should be in the focus of attentions rather than being faded or forgotten. Literary image is created by technical and particular writing and its dynamism is always dependent on its regeneration and reconstruction. Image, in its usual sense, refers to the statement of idea, including imagery, text and its constituent elements (phonetic features and words); and in its particular sense, image refers to creation (for example, creation of a literary work or passage). Author's worldviews are manifested in their writings; a limited worldview leads to a simple language and an inclusive worldview leads to complex clauses and rich sentences. Technical (or long) sentences bring about complex as well as flexible language structures. Creation in these sentences that require more mental activity and dynamism and usually lead to particular writing is more concrete. Some of the fields in the humanities, i. e. literature, philosophy, and art, more than other fields, have the potential to take advantage of different kinds of creativity, including application of creative images, particular writing, and scientific felicity.