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

The present study aims to investigate the level of attention paid to the components of national and religious identity in Persian books of the elementary school. For this purpose, quantitative content analysis method has been used. The statistical population of the research included the content of all the Persian reading books of the primary course in the academic year 2023-2024 from the first to the sixth grade, and the entire population was examined. The tool of the research is the content analysis list of national and religious identity components, which was prepared by Sanei Mehr and Razmazma before this research, and its validity was recalculated through content validity and its reliability through Scott's method with 81.30%. Data analysis was done with descriptive statistics and Shannon's entropy method. The results of this research show that the components of national identity have been seen more than religious identity; Among the sub-components of national identity, social identity and cultural identity have received the most attention and political identity has received the least attention. Among the sub-components of religious identity, the greatest amount of attention is paid to religious values and norms and the least amount of attention is given to the way of life based on religion. Also, the most use of the national identity component in the text of Persian books and the least amount of use in questions; And the religious identity component has been used the most in the text and the least in the images. . The results show that the national identity has been given more attention and the religious identity of the students has been neglected in the textbooks.

Reading is an important language skill, as most learning occurs through it. To improve reading, the type and level of text difficulty should be in accordance with the mental ability of students. Therefore, determining the level of text difficulty (so-called readability) have been considered by researchers for a long time. One of the indicators of readability is related to text’s local cohesion. The present study aimed at investigating the significance of frequency of different types of indicators of local cohesion in Persian textbooks at different levels of its representation (surface, text-base and situation model) at primary school (6th grade), secondary school first cycle (9th grade) and second cycle (12th grade) based on Kintsch’s construction-integration model (1988-1998). It was a mixed-methods study. At the qualitative section of study, different types of local cohesion’s indicators of these textbooks were determined. Then, at the quantitative section of the study, the significance of their frequency was calculated by Chi-square. The results indicated a significant difference among the frequency of different types of such indicators in the Persian textbooks at all 3 levels of school education. As the text of books became longer from 6th grade to 9th and 12th grades, all indicators increased, however, such increase was not regular. Apparently, the educational approach of these textbooks is a skill-based one, meaning that they emphasize on education and strengthening the language skills (including reading), however, considering the results of the present study, perhaps it could be said that they have not been considered in practice, especially when developing the Persian textbooks.

The purpose of the present study was to analyze of the approach of facing suffering in persian textbooks of junior high school years (compiled in 2019-2020) which was addressed using the method of qualitative content analysis. For this purpose, the concept of suffering in these book was first analyzed. The findings showed that the concept of suffering in these books can be studied in five categories; these categories are: the nature (transience, purposefulness and intermingling of suffering and happiness), purpose (growth and construction), types (inevitable and escapable), factors of suffering (individual and social) and ways to wipe out suffering. By analyzing each of the characteristics, it was found that the nature of suffering portrayed in these books is a realistic and positive in a way that one has to deal with some of these sufferings such as social injustices and defense of the homeland, moreover the suffering resulting from such cases from should vanish. However, one must always keep in mind that some of these suffering cannot escaped from or capable of standing against but the essence of suffering is for the growth and exaltation of man, and in such circumstances, by patience, self-awareness, and consolation before the pleasure of God one can expands the scope of existence. Such is an evolutionary approach to the suffering.

The purpose of the present study is to review and analyze how much attention is paid to the criteria of moral education in the Persian books in elementary schools. The method of study is categorical content analysis, and the units under analysis include texts, poems, and images. Statistical population of the research is composed of the Persian books in the first to the sixth grade of elementary schools in 1399-1400 and the research approach is practical. For data analysis, descriptive statistical indices for frequency and percentage were used. The selected criteria under study include saying good words, patriotism, sanctity and piety, contentment, reproaching self-indulgences and desires, human dignity and self-esteem, affection and kindness, patience and tolerance, avoidance of arrogance and selfishness, and study of nature. The results showed that in the Persian books of the elementary schools, the most attention has been paid to the study of nature, affection and kindness while no attention has been paid to reproaching self-indulgence and it has no objective representation. In the sixth grade textbooks, criteria for patriotism and study of nature have the most representation while patience and tolerance have the least evidence. In general, it can be said that the emphasis of the Persian textbooks in elementary schools, firstly appropriate with the age condition of students, is on nurturing their emotional spirit and making them familiar with nature so teaching the skills to control self-indulgences and desires is in the second priority and is less important.

Reading is a skill that Iranian students learn it in the first to sixth grades in primary schools by Farsi textbooks. Readability is one of the qualities should be considered in textbooks, because it helps learners to read and understand effectively. Different researches have been done about textbooks readability, but in this paper all texts in sixth grades of primary school have been investigated. The results of evaluating of texts based on Fog, Fry and Flesh Standard were two folds: 1. according to Flesh Standard, the texts were easy but based on Fry and Fog they were suitable for one or two upper level; 2. there was no standard for texts ordering, because in some grades more difficult texts have been placed prior to easier ones.

One of the major theories of learning proposed for improving the quality of learning and is in the contrary of the theories of behaviorism and cognitive learning is the constructivist theory that its presuppositions have been studied in Persian, science and social books of sixth grade. In this study by a nonexisting approach, constructivist presuppositions mentioned in books, reviews, trends and the way of processing these assumptions have been studied. Data have been researched by the method of inductive content analysis of Mayring. Researcher and the research tools are targeted samples of Persian books, science and social studies of the sixth grade. The results show that the triple books, constructivism presuppositions are discussed, but the processing of these assumptions totaly is not outstanding. Also the triple remarked assumptions based on experience, knowledge, and personal interpretations, and creation of meaningful social experiences during social interactions and activity-based pervasive environments have the highest frequency. In the original formulation, is not paid more attention to constructivism. Generally, assumption processing has been devoted to the sectors of activities, situations, selfexamination, worksheets, and dialogues.

To assess the appropriateness of the calligraphy used in the first grade's Farsi textbook, the opinions of a large number of head teachers, teachers, students, and calligraphists across five provinces were surveyed. The instruments used in data collection were a questionnaire, a spelling test, and a legibility measure. Data analyses revealed that the use of three styles of calligraphy in the first grade's Farsi textbook is considered to be inappropriate as it leads to student's confusion and the mixing of rules and regulations associated with each style. The simplest style (naskh) is the most appropriate one for the use in the first grade's Farsi textbook.