javad ghandili

This study aimed to curriculum evaluation of Iran's Islamic Revolution lesson. Methods was descriptive-survey and population consisted of all undergraduate students of Payam Noor University, Islamic Azad and Applied Science of Bafgh Unit that have been selected lessons of the Islamic Revolution and attendance in class (total 151). All students participated in the study and completed questionnaire before census the session final exam. In order to assess the students of the Islamic Revolution curriculum, questionnaire makes by researcher with 5 components. Validity was calculated using the opinion of experts and reliability was calculated with Cronbach's alpha coefficient for the components and the whole questionnaire between 0.73 and 0.88. findings shown that the curriculum of Islamic Revolution are not as expected from the term of students in any of the components of the aim, textbook content, teaching and learning activities, resources and evaluation methods. In addition, There was no significant difference in the curriculum of Islamic Revolution by university (p=0.231) and gender (p=0.247). Given the undeniable role of the curriculum of Islamic Revolution as transmitters of values and ideals of the revolution and the underlying provider to alert students to the problems facing the Islamic Republic of Iran, recommended resorting to discourse construction approach to the transition from the existing passive approach failed.

The purpose of this study is to determine the main factors, stages, and goals of self-knowledge-based education in Allameh Jafari's theory of rational life. The method of the present study is descriptive-analytical and deductive inference. What is the meaning and position of these research questions that self-knowledge has in Allameh Jafari's theory of rational life? And what are the educational factors related to self-knowledge, based on Allameh Jafari's theory of rational life? Using the descriptive-analytical method, and the question of what are the goals and stages related to self-knowledge, based on Allameh Jafari's theory of rational life, was investigated and answered using the deductive inference method. Studies have shown that consciousness, nature, agency, rationality, and the divine self are factors that are important in self-knowledge education in the theory of rational life; Accordingly, the basic goal of education is perfection (nearness to God) and its basic principles are at level 1: rational life and at level 2: self-knowledge; And the three stages of training are liberation (liberation), freedom (redemption) and authority (delegation).

The present research aims to assess the needs of curriculum syllabus of supplementarycourses of islamichumanities in order to improve and strengthen the theorization in the academic staff members of Department of humanities based on religious foundations.
This research benefited needs assessments with qualitative approach through interviews with key informants and snowball sampling. The data for two purposes (recognitionkey informants’ approach to humanities and islamic humanities and syllabus are suggested by the key informants) was analyzed.
The results showed that the dominant approach to key informants was west- selected approach and syllabus suggestedfor improve and strengthen the theorization in the academic staff members that was divided All syllabus obtained into 4 major topics of Islam, science and religion, humanities, and theory and theorization.
The authors concluded that if so, it seems this syllabus in these courses can be taken to make significant changes. With regard to the improvement and strengthening of theorizing based on religious teachings andthe islamic human sciences, the most important achievements in the humanities is an ending point to exclusivism of the west.

The noble Quran involves a type of content in which an effort is used for understanding its type or principles that are important for its better perception.. In this text, five basic concepts, as our inspiration that are used in curriculum development in organijation of contents. In this study, different methods were mainly used,including content analysis,integrative inquiry,interpretative refrences and the science of curriculum development as a brach of education fild by way of tools with cognitive sources of Islamic education. The following concepts are our inspiration in content organization of curriculum 1- Sequence: this subject refers to the arrangement of matters in a way that helps people learn with a logical order, including: a: deductive method, b: induction c: from concrete to abstract d: order in the emergence of event e: from present to the past. 2- Continuity: This concept refers to the repetition profoundly and gradual presentation that leads to the reinforcement of ethical and moral characteristics which is so effective in their establishment, involving: a: the mention of bounties, b: allegory story. 3- Balance: This subject refers to their needs and what they should learn. It establishes equilibrium between materid and spiritual needs and is reinforced with communicative skills and social life. 4- Scope: It means inclusion of goals, methods contents and evaluation 5- Integration: It divides tow shapes, one shape, external is related to creater of Quranic and internal, It points to the formation of mental structure for readers of the noble Quran that affects upon their perception of the glorious Quras which is not the same in different individuals.

The goal of the present research was to study the content organization of the textbooks taught in Level One Hawza Illmiya Curriculum and its ideal characteristics on the basis of the thematic integration approach. We first reviewed the relevant theoretical ideas and conducted a primary interview with some of professors teaching in seminaries, upon which we composed a list of characteristics of the content organization of the textbooks taught in the seminaries. For data collection, a questionnaire was composed that contains questions about the content organization of the customary vs. ideal textbooks taught in seminaries. Next, 115 individuals (about half of the study sample), including the professors and students of Grade six, Level One judged the characteristics. Findings showed that, the most evident characteristics of the content organization of the current textbooks were: Arranging contents with independent topics, the order of titles and contents of the courses introduced by the seminary professors and students in the Planning Center, and the order resulted from the structure of the scientific fields. These are the characteristics of a knowledge-oriented model. Moreover, it was expected that an ideal content organization should entail the following characteristics: Organizing studies and discussions according to issues that are related to the real life conditions; various courses (e.g., literature, juridical principles) should be related to each other to and in conformity with each other in order for their maximize efficiency for solving real problems; core contents and subjects need to have priority over the marginal ones; and there has to be the capacity of linking the learner's experiences and learning in the past with the present and future ones.