جستجوی مقالات مرتبط با کلیدواژه « کتاب‏ های درسی » در نشریات گروه « علوم تربیتی »

The purpose of the research content analysis of the fist secondary school text books( thinking and lifestyle) in regard to self- care. The current research is a quantitative content analysis.  In this research, the research community, the content of the thinking and lifestyle textbooks of the first secondary school (7th, 8th) academic year of 1402-1401 were selected.  The statistical sample of the research included the seventh and eighth grade thinking and lifestyle textbooks (common for boys and girls) and the method of sampling was also targeted.  Content analysis techniques (checklist) were used to collect information.  The initial form of this checklist is prepared from the literature and theoretical foundations of the research.  In order to check the validity of its content, the prepared checklist was given to the tutors and advisors as well as five experts in this field for modification and after applying their opinions, the content analysis checklist was finalized.  The unit of analysis and review in this research was all the components of the book "Thinking and Lifestyle" of the first secondary school (content, pictures, activities, questions) and the unit of registration was a theme.  In this research, the Shannon entropy method was used to analyze the data.  In this order, the data were normalized and the importance coefficient, information load and standard deviation of each component were calculated.  The findings of the research showed that the seventh and eighth grade thinking and lifestyle books paid little attention to self-care.  Among the studied components, the most frequency is related to the physical component (observing proper clothing and according to the seasons), emotional (being kind to yourself and others), psychological (feeling of sufficient self-confidence).  The lowest frequency is related to the components of spiritual self-care, and most of their sub-components (such as reciting and listening to the verses of the Qur'an and participating in religious ceremonies and rituals, doing good deeds, helping the needy, giving thanks for God's blessings) have not been paid attention to.  Self-care skills can be realized by including the components of self-care in educational books and taking a balanced look at it in books of the first secondary school, especially books on thinking and lifestyle.

The purpose of the present research is to analyze artistic and aesthetic function of the images in the books of Hedyehāye Āsemāni (from the 2nd to the 6th stage of elementary school). In this regard, a descriptive-analytical method was used to present accurate analyses of the relationship between artistic images in the elementary level books and Islamic cultural perspectives. In other words, the research question is whether the images in the books of Hedyehāye Āsemāni could present religious content in an aesthetic and artistic framework for the students so that it is truly effective on their soul and perception. In order to answer this question, the artistic essence of images as well as aesthetic function of various pictures to present religious content of the school curriculum were analyzed in terms of virtual or mental images, linguistic images (objective or actual or visual), textual images, comparative images, diagnostic images, innovative and new images, relevant images to poetic texts, and the melody of words. The results indicated that lively and rhythmic pictures in Islamic contexts is evidence that the authors and compilers of Islamic curriculum have created the texts by inspiring art and purposefulness so that they have the potential for humans’ guidance and enlightenment throughout all ages and places. Within these books, individual pictures are aligned with contextual ones so that verbal, imagery, and intellectual systems of relations are evident in the artistic images vividly and clearly. The function of these artistic pictures is to explain, specify, emphasize, and convey meaning and thoughts completely related to specific and general contexts so their representation can be observed through the integrative relations. In conclusion, it should be said that the Islamic curriculum and their artistic images are great examples of rhythmic, structural, literary, linguistic, and imagery aesthetics.

Blended and interdisciplinary education is one of the most important and effective methods in teaching. In this regard, the present research has studied blended teaching of experimental science lessons and the Noble Qur’an chapters using a descriptive-analytic method and qualitative approach. To this aim, first relevant experimental science lessons in physics, chemistry, biology, and experimental science books in 12 school grades were analyzed and then the mentioned Qur’anic verses in those curricula were extracted. Afterwards, some usable Qur’anic verses were extracted for teaching those lessons which had not used any verses from the Qur’an. Finally, the 25th verse of Surah al-Hadid was mentioned to explain the miracle of iron in the chapter of “from Mine to Home” in the 7th grade experimental science book. The case study of the 25th verse in Surah al-Hadid showed that the Qur’an has talked about iron and its features so science teaches at schools can use it for teaching chapter 5 (from Mine to Home) in the 7th grade science book to explain some issues such as how iron was created, features of its net material, its benefits, and so on to prove them by the Qur’anic verses within a section entitled “creation miracles in the Noble Qur’an”. Of course, it seems that the main challenge in this method is teachers’ mastery of teaching interdisciplinary courses and their dominance over an accurate interpretation of different aspects of the Noble Qur’an wonders. Therefore, if this method is adopted for teaching experimental science books, teachers should become familiar with Qur’anic discussions through some workshops so that they can answer their students’ questions in this regard. Moreover, the results showed that although experimental science books have mentioned a few verses as an introduction to some chapters, they were not enough and not chosen accurately. Experimental and Islamic science experts ought to pay more attention to the better explanation of the Qur’anic verses to familiarize students with the miracles of the Noble Qur’an.

The current research aimed at investigating the level of attention paid to the key elements and basic principles of the Iranian Islamic model of progress in the textbooks of the junior high school.

The research is applied in terms of purpose and quantitative in terms of method, and in view of its nature, the descriptive research method of content analysis type was used. The statistical population of this research includes the content of all the textbooks of the junior high school in the academic year 1401-1402 SH. The statistical sample included 10 books in 3 titles (Messages of the Heaven, Thought and Lifestyle, and Social Studies) in the seventh, eighth, and ninth grades, selected by purposeful sampling. In this research, the researcher-made content analysis checklist and the content validity method were used to determine the validity of the research tool and the Shannon entropy method was used to analyze the data.

The findings of the research showed that among the studied books, the highest frequency of indicators of key elements and basic principles is related to Social Studies textbooks with a frequency of 1496 units and 49.45 percent, and the lowest frequency is related to Thought and Lifestyle textbooks with the frequency is 630 units and 20.83%. Among the indices of key elements and basic principles of the Iranian Islamic model of progress, the index of key elements with a frequency of 2105 units and 69.59 percent has the highest share, and the lowest share is related to the index of basic principles with a frequency of 920 and 30.41 percent.  Also, the most attention is given to the key elements of the eighth-grade Thought and Lifestyle textbook (both for girls and boys) with a frequency of 110 units and 52.13 percent, and the least attention is related to the eighth-grade Thought and Lifestyle textbook (only for boys) with a frequency of 6 units and 2.84%. In addition, the most attention related to the basic principles of the 7th grade Social Studies textbook with a frequency of 72 units and 41.86% and the least attention was related to the 8th grade Social Studies textbook with a frequency of 49 units and 28.49%.

 Considering that the studied indicators did not have the same distribution, we hope that the lesson planners and the textbook producers increase, by equal strengthening of these indicators, the indicators of the key elements and basic principles of the Iranian Islamic model of progress among students.

This research has investigated the position of cultural capital components in elementary school textbooks.Metods: For this purpose, the method of content analysis has been used. The statistical population of the research included the content of all the textbooks of the second elementary school in the academic year 2023-24, including the fourth, fifth, and sixth grades, and from this population, Persian books, social studies, and heavenly gifts were selected as samples. The research tool includes the content analysis list of cultural capital components according to Bourdieu's theory, which was prepared before this research, and its validity was recalculated through content validity and its reliability through Scott's method with 91.20%. Descriptive statistics and Shannon's entropy method were used to analyze the data.

The findings show that among the components of cultural capital, which include objectified cultural capital, institutionalized cultural capital, and embodied cultural capital; Objectified cultural capital has the largest share with 1837 frequency and 54.25%, and the lowest is related to institutionalized cultural capital with 86 frequency and 2.53%. The embodied cultural capital also consists of 1463 abundance and 43.20%. Also, the lowest information load and the importance factor related to the institutionalized dimension are equal to 0.25 and 0.03, and the highest information load and the importance factor related to the embodied dimension are equal to 0.37 and 0.18.

Therefore, it can be concluded that considering By allocating 33.73% of the content of the elementary course books to the components of cultural capital, the authors of the textbooks of this course have been able to use the capabilities of the textbooks to reflect the components of cultural capital.

The aim of the research was to determine the level of attention paid to the components of children's rights in fifth grade textbooks. The research method was content analysis and the statistical population of social studies books, Hadih Asemani and Farsi of the fifth grade. The data collection tool was a researcher-made checklist to measure the components of individual, social and family rights. The reliability coefficient of the tool was 0.85 based on William Scott's formula (1995). Shannon's entropy method was used to analyze the data. The results showed that the amount of attention paid to the components of children's rights in the studied books is as follows: In the field of indicators of the individual rights component of children, "the right to identity and human dignity", the first rank is the most attention; and "minority children's rights" are the last rank of the least attention. Regarding family rights, the index "right to parental supervision and intervention" ranks first, the most attention; and "entering the competent court despite the problems" are the last rank of the least attention, and finally, in the field of social rights, "cultural rights" are the first rank of the most attention; And "rights of disabled children and judicial rights of children" are ranked the least attention.

Today, it is rare to find a country that has not experienced considerable socio-cultural transformation. In this regard, maintaining national unity and cohesion in societies that have cultural, ethnic, linguistic, and religious diversity is far more difficult and complicated than those societies where there is more cultural homogeneity. The political system, policies, and government-driven strategies can promote or undermine national unity. One of the factors that can play a significant role in maintaining solidarity and increasing national belonging among students is the educational system. The aim of the current research was to investigate the representation of national cohesion in Iran’s primary school textbooks. The research paradigm was interpretive, and the research approach was qualitative. The study data was collected through purposeful sampling and included the following textbooks taught in primary schools in Iran: Social Studies, Persian Literature, and Heaven Gifts, which together consisted of 25 volumes. Open and axial coding techniques were used for data analysis. The research findings included 533 concepts, 77 subcategories, and 87 primary categories. After the classification of categories, 11 main themes were identified in the content of textbooks. These themes were common land, cultural heritage, religion, literature and art, flag and anthem, transnational culture, Persian language, civilization heritage, common history, religious holidays, and national heroes and notables. National cohesion and identity have been among the most important topics for all countries in the world. Preservation of national territorial integrity and socialization of students depend on how national identity and cohesion are represented in the educational system of a given country. In this regard, the educational system, as a means to transmit cultural, religious, national, social, political, gender, and ethnic values, can play a pivotal role. The results showed that the promotion of national cohesion in Iranian primary school textbooks suffered from some weaknesses. First, the teaching of national identity and cohesion did not follow logical principles. Furthermore, in some cases, some components of the above-mentioned themes were repeated blandly. Thirdly, the space dedicated to these themes in textbooks was hardly enough. Categories such as religious values and traditional gender roles were among the more prominent categories. Also, of the three dimensions of Iranian national identity, namely, Iranianness, Islamism, universality or modernity, only the dimension of Islamism was taken into consideration and the other two dimensions were neglected. Another problem related to the representation of national cohesion in textbooks was that specialized sources were not consulted. There was an imbalance in the use of national cohesion components in textbooks, and some components were emphasized more than others. The results highlight the significant role that textbook developers, curriculum planners, and educational policymakers can play in the representation of national cohesion. First of all, it is necessary to assess educational needs and collect feedback annually from teachers teaching in different regions regarding the quality of curriculum in terms of content quality, students’ needs, the needs of society, and the current cultural and social exigencies. One of the main and most important responsibilities of curriculum planners and textbook developers is to ensure that all ideas are given fair and enough space in textbooks and that ethnic minorities and their concerns are not marginalized. In this regard, experts in the field should be involved in the process of designing and developing textbooks. As regards the representation of national unity in textbooks, it will be counterproductive to be selective and include only a few elements that have the least impact on maintaining national unity. It is necessary to redefine the category of national cohesion and try to avoid idealism in content development. Students deserve to be provided with a comprehensive description of national identity. For example, regarding the motherland as one of the components of national unity, the contribution of ethnic groups to maintaining the territorial integrity of Iran should be clearly and fairly reflected in textbooks. Generalizations should be avoided, and efforts should be made to reduce the gap between Iranian ethnic groups, which is another main responsibility of curriculum planners. Finally, the way the realities of the society are reflected in upstream documents is idealistic. Thus, it is suggested that those involved in preparing and developing upstream documents have a more realistic view of society and a more open-minded perspective on cultural, social, and educational issues. The discourse governing the textbooks of primary schools in Iran is a mere religious discourse. In other words, it can be said that these textbooks are more concerned with religious rather than national cohesion. Therefore, it is necessary for educational policymakers to reevaluate the discourse governing textbooks. A constructive starting move can be to give more space and voice to ethnic and cultural components, which, in turn, can promote convergence and empathy among different ethnic, cultural, and social groups in Iran.

The present study was carried out with the aim of investigating and analyzing the amount of attention paid to the components of revolutionary identity in the content of textbooks of the second secondary school. The study method is descriptive and content analysis type. The statistical population includes all the textbooks of the second secondary course that were published in 2020. Six book under the titles; "Defensive Preparedness", "Sociology", "Religion and Life", "History", "Cultural Analysis" and "Social Identity" with 16 book covers were purposefully included in the sample.The findings of this research show that in the textbooks of the second secondary course in the field of humanities, the most attention is paid to the component "Sacrifice and Martyrdom" with a frequency of 500 (29.2 percent) and to the components "Fighting with stonewalling and "Eclecticism" with 28 frequencies (1.6 percent) and "support for the underprivileged" and "awareness of the constitution" each with 12 frequencies (0.7 percent) have received the least attention, and in experimental fields and In mathematics, the components of "sacrifice and martyrdom" with 454 frequencies (26 percent) received the most attention, and the components of "supporting the needy" with 10 frequencies (0.57 percent) received the least attention. The abundance of the components "Belief in Imam Khomeini ", "Spirituality", "Awareness of the events and history of the Islamic Revolution" and "Fighting with stonewalling and eclecticism" in the content of the textbooks of experimental sciences and mathematics are significantly more than the textbooks of the field of humanities.

The purpose of the present study was to elderly and how to cover the issues of the elderly in the family in elementary school textbooks 2021-2022. In this study, 27 elementary textbooks were studied using qualitative content analysis method using the document analysis method. Quality analysis with a measuring system based on elderly education literature, including seven main topics of gender distribution ratio, personality role, professional role, physical and physical characteristics, inter -generational relationships, leadership of the intentional message community (about aging subject) and 18 The sub -topic and a little analysis were performed by providing many tables based on subject analysis. The findings showed that elementary school textbooks do not cover enough elderly subject in the family and less elderly education has been addressed, and these books have not shown a negative picture of the elderly. In order to improve students' attitudes towards the elderly, and with the emphasis on upstream documents and based on approaches to elderly education, it is necessary to address the presence of the elderly in the family and the elderly education in schools and textbooks, and in the message of intention. The curriculum (about the subject of aging) and the elderly should be created between the textual and visual elements in the coordination textbook. It is recommended to pay attention to the curriculum of elderly education in elementary school.

The purpose of this study was investigate the content of secondary school textbooks From the point of view meet approaches to feminism Gender identification for student and compare it with the Islamic scholar approach. The feminist approaches to this study included radical, liberal, socialist Marxism, and postmodern approaches. The research method was content analysis. The field of research was all the textbooks of the secondary school with the subject of human sciences in the school year of 2017-2018. The books included 4,296 pages, all of them were studied. The field unit was the paragraphs and pictures in the textbooks and the registration unit paragraphs and pictures Themes. The findings of the study showed that view to women and the social roles of women in textbooks are more attention on the views of Islamic scholars, and this view is significantly more than the views based on the approaches of feminism in the reviewed books. However, in the textbooks of social studies, labor and technology and Arabic, feminist views prevailed. The highest amount of attention in feminist perspectives was also devoted to Marxism, socialism and liberal, respectively. Thinking and lifestyle books, work and technology, culture and art had the least gender code. The representation of the social roles is based on gender -based characteristics and religious teachings from the present research suggestions.

the present study aims at investigating the status of the components of spiritual health in 'heavenly gifts' textbooks in elementary school.

the research method is descriptive and of content analysis type. The statistical society consists of the elementary school textbooks entitled 'heavenly gifts'. Due to the nature of the study and the limited statistical society, sampling was not conducted and the whole statistical society was investigated. The research tool was the researcher-made content analysis whose validity was confirmed by the experts and its reliability was calculated to be 92 percent using William Scot's method. The processing of the data was conducted on the basis of Shannon's entropy.

the findings of the study show that in the aforementioned textbooks, the components of "prayer" and "faith in God" has the most frequency, and the components of "avoiding jealousy", "penitence", "thinking" and "avoiding arrogance" have the least frequency. In regard with the index of importance coefficient, the components of "hope", "enjoining good and forbidding evil", "affiliation with the Quran", "fulfilling one's promise", "patience", "penitence", "trustworthiness", "trust in God", "resorting", "relationship with blood relatives", "avoiding jealousy", "avoiding arrogance", "avoiding undue quest", and "avoiding backbite" have low importance coefficient. This shows improper distribution and diffusion of these components in those textbooks.

in the "heavenly gifts" textbooks, the components of spiritual health have not been properly and equally paid attention to

The purpose of this study was to investigate the attention to resistance indexes (production and consumption management) in fifth and sixth grade elementary school textbooks.

The research was applied in terms of purpose and in terms of nature, descriptive-quantitative using the content analysis approach. The statistical population of the study consisted of fifth grade (6 books) and sixth grade (8 books) textbooks using purposive sampling method. In total, 1655 pages of textbooks were analyzed. The data collection tool consisted of a coded list based on the resistance economy indices and components, first extracted from the statements of the Supreme Leader, and then approved and modified based on past research and the views of relevant experts. Experts familiar with the field of resistance economics also validated the validity and Scott's formula of reliability was 0.86. Shannon entropy method was also used to analyze the textbook contents.

The results of the analysis showed that in general, the "consumption management" index paid more attention to "production management". Also, the analysis of resistive economics components based on Shannon entropy showed that the components of "saving and not wasting" with the coefficient of 0.33; "not declining the community property" with the factor of 0.32; 0.26% and "support for domestic production" with a significance factor of 0.07 rank first to fourth in the textbooks, but in terms of "consumption of domestic production"; "production of quality goods"; "self-sufficiency in the production of critical products" with zero significance factor was overlooked.

The Painting is one of the active arts in the victory of the Islamic Revolution of Iran has dimensions that formed section of "revolutionary art". On the other hand, "revolutionary art" is a kind of visual aesthetics that is intertwined with concepts derived from revolutionary ideology; Therefore, how the history of the formation, continuity and evolution of revolution art is narrated is a field of research that is important for recognizing and explaining the intellectual and cultural history of Iran in relation to the ideology of the revolution and its history. In the textbooks in higher education are one of the opportunities to narrate the history of revolutionary art and one of their goals is to transfer knowledge and teach critical understanding, the question arises as to how the "History of Painting of the Islamic Revolution of Iran" in books. Has the lesson been represented and narrated? The "cultural history" approach, which is based on deconstructing the historical text and constructing the narrative of history to retrieve the authors' cultural positions on the past, makes it possible to answer this question. The results of the study on a case study: The book "History of Iranian Painting from the beginning to the present" written by "Morteza Goodarzi" in Samat Publications indicated that the narrations of "Origin, Principles and Theoretical Foundations of Revolutionary Painting", "Language," Style and Form in Revolution Painting "and" Transformation in Revolution Painting and Painters "are represented by the author.

Nowadays, paying attention to textbooks as a written and codified axis of education in terms of paying attention to issues and components of citizenship, and especially citizen participation along with educational aspects, is very important and is an important aspect of an efficient school. Therefore, this study seeks to examine the extent to which textbooks pay attention to the teachings and skills required for citizen participation. The present research is descriptive-analytical and in order to achieve the intended goals, the elementary school textbooks of the academic year 2020 -2021 as the statistical population of the study were analyzed by content analysis method and the data were processed using Shannon entropy method. Findings show that in general, eight skills of questioning, participating in discussions, listening to discussions and understanding issues, responsibility, cooperation and working with others, sense of place, awareness of citizenship rights and duties, and knowledge of the city and urban management institutions. The required skills related to education and the institutionalization of citizen participation can be on the agenda. In this regard, the emphasis of textbooks is often focused on the two skills of cooperation and working with others and participation in discussions, and other skills have been neglected.