جستجوی مقالات مرتبط با کلیدواژه « هدیه‎ های آسمانی » در نشریات گروه « علوم تربیتی »

Metaphor is an effective tool in understanding abstract concepts. The present study examines the use of metaphor in the second and third elementary school books of heavenly gifts and its role in understanding intangible concepts. In this regard, information about "domains of origin and destination","generalization of multiple meanings" and"partial mapping" were collected in two separate tables and analyzed. According to the findings of the research,the authors in the second grade have used 38metaphors to understand abstract concepts,16 lessons and in the third grade 46 metaphors to understand the concepts of 16lessons. Therefore, in each of the foundations, four out of 20lessons are completely devoid of metaphor. This, along with lessons where metaphor is not used, shows that the scattering of metaphors does not follow a regular diagram for use in all lessons; therefore, in a significant number of lessons, this tool has not been used properly. Considering the diversity of the origin domains used, it shows that the authors used 24 types of source domains to understand 23 species of destination in second grade of primary school and 36types of origin for objectifying 35 species of destination in third grade of primary school. As a result, with the advancement of students to higher level and their cognitive development, frequency and variety of metaphor usage in the book of heavenly gifts has increased. It is better to take a balanced look at the frequency and variety of metaphor usage in all courses by authors to facilitate the learning of intangible concepts.

The aim of the present study was the content analysis of the texts, questions and pictures of the Heavenly gifts book of the sixth-grade students of primary school in terms of being active or passive based on the Roman William 's (year?) perspective in the 91-92 school year. For this to achieve, the sixth-grade book of the Heavenly gifts was investigated totally. Data collection instrument was based on the analysis technique of Roman William (year?) whose theoretical backgrounds and validity have been approved by the pedagogy experts. The book's lessons, texts, questions and pictures underwent a rigorous analysis inspired by the Roman William's formula. Findings suggested that considering the involving index of 0.02, the book's texts were highly passive and static and mostly try to state the realties and provide the readers with determined information while the book's questions showing the involving index of 1.36, were found to be active and useful for dynamic learning to happen. In addition, the book's pictures having the involving index of 0.25 were found to be passive in nature. In better words, the obtained results implied that the book's texts and pictures are designed passively while the book's questions are designed actively and consequently appropriate for bringing about dynamic learning.