teaching method

The purpose of this research is to examine the presentation of the curriculum model of work and technology in secondary schools of Fars province. The current research is applicable in terms of purpose, and descriptive-survey in terms of nature and method. The statistical population of this research includes 450 people from all secondary school teachers who teach in the field of work and technology, and 210 people were selected as a sample using Morgan's table. The collection tool in the current research includes a researcher-made questionnaire derived from the qualitative method, which has 4 dimensions: goals (oriented to the educational system, attention to needs assessment, mental ability of the learner, learning time); content (curiosity, meaningful learning, learner characteristics, functional ability); teaching method (problem solving method, work unit (project), small groups, demonstration method); and evaluation (increasing skills, academic progress, increasing job skills, communication skills). The reliability of the research was checked and confirmed using Cronbach's alpha criterion in SPSS software. Lisrel software was used to fit the conceptual model of the research. The research findings showed that according to the values ​​of standard coefficients and significant t coefficients, it can be said that the goals and content component (β = 0.63) has a significant role in the model, and the teaching and evaluation method component (β = 0.22) has a significant role in the program model of curriculum work and technology in secondary school. All the indicators are very favorable, and the model has a good fit with the data, indicating that there is a linear relationship between the variables.

The present study was conducted with the aim of investigating the relationship between technology literacy with the learning approach (learner-centered, teacher-centered) and the variety of teaching methods of teachers in Ashnoye city.

The research method is descriptive and correlational, and among the 112 middle school teachers, 88 people were considered as the statistical population, 78 people responded to the questionnaires on the approach to learning and technology literacy, and out of 2845 people from 341 secondary school students were considered as a statistical sample using Morgan's Kargesi table, and 339 of them completed the teaching method.

The results of this research showed that there is a significant relationship between technology literacy and learning approach in both learner-centered and teacher-centered components, and there is no significant relationship between technology literacy and teachers' teaching diversity.

According to the obtained results, it can be said that with the positive relationship between technology literacy and learner-centered and teacher-centered approaches, the level of technology literacy in teachers should be improved by holding workshops and training courses in person and online.

Undoubtedly, the staffs’ efficacy in any organization depends on effectiveness of the trainings they have received in educational courses, and hence, professional courses are very important. Bachelor of accidents course is one of the important courses in NAJA, and due to specificity of this course, its practical and academic education requires investigation. The traffic police officers are appointed in their working place at the end of this course, and they begin their operational activities practically. Multiplicity and complexity of their duties in the driving violations, investigation of the accident scenes, and employment of necessary measures to enforce traffic laws, and education of the public in this area lead to consideration of the efficacy of this professional course. In this regard, this research was conducted taking into account the whole population of 60 students of bachelor of accidents students in Eastern Azerbaijan province. This research is practical from the objective point of view and descriptive from the processing point of view. In order to study the efficacy of each lesson, the author-designed questionnaire was used. Also, the reliability of the questionnaire was confirmed via Cronbach's alpha coefficient (0.912). The descriptive statistics and t-test results showed that all the discussed professional lessons had required efficacy in terms of goals, content, teaching method and assessment. Also, the Freedman test results proved that the realization of the goals is in the first grade of effectiveness.