فصلنامه نوآوری های آموزشی
پیاپی 51 (پاییز 1393)

The ability to think about morphemes، and understanding the rules of English word building and using the morphemic knowledge to guess the meaning of new words has always been considered as one of the most effective strategies to learn vocabulary by applied linguists. The purpose of this study was to examine the role of explicit morphology teaching in vocabulary learning achievement among the students of secondary school. To do this، 90 students of a school in Bandar-e-Turkmen were chosen as the sample in access، they were divided into a control group and two experimental groups. While the vocabulary teaching method in the control group was conventional and traditional by using translation and giving the Persian equivalents of new words، teaching the derivational morphemes in experimental groups was used by using two methods of “analysis” in group 1 and “synthesis” in group 2 to increase the students’ morphemic awareness. The Data acquired by post test were analyzed by one way analysis of variance. The results confirm that there is a significant difference among three groups; the mean of scores in two experimental groups is significantly higher than the mean of scores in the control group. Also، using Scheffe as a subsequent test showed that there is no significant difference between the two experimental groups. This study approves that using the morphemic awareness strategy is effective in vocabulary learning.

After more than two decades and based on the fundamental revolution of educational system in Iran, the new series of English textbooks named as “English for Schools” have been developed and they have been taught since the academic year of 2013-2014. The national curriculum document as a road map and the macro-document of Iran’s curriculum plays a crucial and indispensable role in developing the new textbooks. The 10th of 11th learning fields-mentioned in the document-has been devoted to foreign languages education. The main objective of this research was to study the level of realization of the goals and objectives set by National Curriculum of Islamic Republic of Iran in the domain of foreign languages education and also the English textbook of first grade of junior secondary level or grade 7th of formal education system of Iran, named as Prospect 1. The research was done through content analysis of the mentioned textbook. Here, the textbook was investigated based on the established objectives of the national curriculum document, especially in the field of foreign languages education. The results indicated that the mentioned textbook has focused on objectives of the national curriculum in the domain of foreign languages education and paved the way for achieving the objectives of this document at least partially. However, the most important point to consider is paying sufficient attention to teaching methodology of the series and teacher training courses to optimize the teaching- learning process of this new educational package. Also, the achievement of the goals set by the new textbook is determined definitely by the nationwide support of teachers.

The aim was investigation of Effectiveness of Paul’s critical thinking model on critical thinking disposition and life skills with notice of divergent and convergent thinking styles’ mediate role. With Purposive sampling methods; on the base of students’ volunteer and screening by kolb’s learning styles inventory among 440students، 120 students were selected. They placed randomly on the base of thinking styles in 30-person four groups: 2 controls and 2 experimental groups. Each groups include divergent and convergent thinking. In the first week، pretests (California critical thinking disposition and life styles) did. Ten life styles was instructed to experimental groups with Paul’s model and used lecture for control groups. and post posttests Repeated for all groups in the last week. 1. experimental convergent group (ECG) in systematic، disposition to problem solving situation and analytic; and experimental divergent group (EDG) in truth seeking and inquisitive had higher scores. 2. ECG in decision making، communication; and EDG in empathy، critical and creative thinking had higher scores. Using moderate variable (convergent and divergent thinking styles) can be moderate instruction effect of Paul’s model on critical thinking disposition and life skills.

History of literature is apparently the history of literary texts, i.e. poem and prose but in fact, it is the history of the process of thought and reflection which appears in the form of poetry and prose. History of literature in Iran is closely related to the history of thoughts and opinions that is always been absent in our history of literature. So we have to gather and apply all the implements available so that our history of literature is a worthy one.In the late seventies and eighties, rather fundamental changes occurred in history of literature as there was a history of literature different from the one taught in schools up to 1993. So we tried to first reflect the changes and then to assess the strengths and weaknesses of this course in the two decades and finally our effort focused on the comparison of history of literature of the two decades with the one in the last years. In this article, it was attempted to lead attentions to the fact that history of literature should be a practical course and be out of static state.

This study examines the role of Institutions، Organizations and Individuals on stop of Non – Governmental Schools’ activities. Qualitative findings through deep- interview with three target groups including active founder، non- active founder and experts on non-government schools office in four geographic regions of the country were collected. Analysis of results provides a Semantic Model for explanation of stop factors of non-government schools. Based on the model، interventional factors developed the phenomenon of «competitor schools». Then to deal with this situation، the interviewees admitted three different strategies of acceptance، resistance، and submission. The final stage was shown that each of these strategies have different outputs. Findings of study have been provided a semantic reconstruction of non-government schools through original core namely «relative instability».

The present study aims to explore and analyze criteria for designing the available educational spaces in pre-school centers and schools and their setting based on the Multi-dimensional Curriculum the application of the standards of this curriculum and applied both qualitative as well as quantitative approaches. The statistical population of the qualitative investigation consists of available documents for these standards and as for the quantitative investigation، all the pre-school centers and schools of the 3rd educational area of the city Karaj having the multi-dimensional curriculum in the academic. The study applies the random sampling. As for the documentation of the process، the centers using the curriculum were observed. Adding the standards to the physical ones can cover many of educational limitations in the present non-standard spaces by virtue of the curriculum and also serves as a must in the educational space designing based on the new areas of the present study. What is emphasized by the study is to consider the capacities of multidimensional curriculum programming for the optimal use of physical facilities and limitations as well as enrichment of learning opportunities through the lens of programming in educational space design. In spite of physical space limitations، Pre-school centers based on multidimensional curriculum programming have been successful in developing skills in children which other centers especially elementary schools were not able to do so. The findings revealed a meaningful and positive relationship between the criteria for designing the educational spaces based on the curriculum for several pre-school terms but as far as the school is concerned، the space is not so based on the multi-dimensional curriculum i. e.، either it does not have the criterion defined based on the multi-dimensional curriculum، or it is rare.

In this study، the effects of teaching-based Constructivism approach and the role of teachers experience and qualification on the performance of students were investigated. For this purpose the method of quasi experimental design was used. Population of this study included fourth grade students and teachers in public schools in Tehran in academic year 2008-2009. By using stratified random sampling، fifth Educational department of Tehran was selected. From which 8 primary schools randomly were chosen. These 8 divided to four experimental and four control groups. Then From each experimental and control schools 8 classes were included for data collection. In experimental Group، teachers utilized Constructivism theachig method for magnetic subject topic instruction in three sessions. The performance of students in experimental and control groups were compared using the same test. Results showed significant difference between the mean scores of the two groups، experimental performance is better than control. Students'' gender had significant impact on mean scores of the both، and there was significant effect between group variable and gender. Teachers experience have no significant effect on students mean scores but there was a significant interaction between teachers experience and group variable. Teachers qualification had no significant effect on mean scores، there was no significant interaction between group variable and qualification of teachers.