A Pathological Study of Teaching Methods of Religious Course from the View of Education Psychology

The purpose of the present study is to review the harms related to teaching methods of religious courses from the view of educational psychology. This qualitative study was conducted by an analytical research method. For data analysis, an inferential analytical method was used and then relying on the research theories and findings in educational psychology, each category was analyzed. The results show that harmful methods of teaching religious courses include: teacher-centered education, excessive reliance on monologues, individual teaching, weakness in conceptual knowledge, lack of pedagogical knowledge, memorization, weakness of class management, traditional class arrangement, and not using new technologies in education. The research results reveal that for the betterment of religious education, new methods such as learner-centeredness, group discussions, project-centered group activities, and participative teaching should be used.