Comparison of Quranic and normal schools in the field of dealing with educational and moral components

The purpose of this research was to compare Quranic and normal schools in terms of their educational and moral components. The research method is a comparative descriptive method that was carried out using George F. Brady's method. This method consists of four stages of description, interpretation, comparison and comparison. The field of research includes Quranic schools and normal schools in Isfahan city and targeted sampling, 10 Quranic schools and 10 normal schools were selected and investigated through interviews. The findings showed that there are similarities and differences between Quranic and normal schools in terms of dealing with educational and moral components. In terms of similarities in both types of schools, the educational courses provided by education, similar methods of encouragement to motivate students, holding religious and non-religious ceremonies and morning programs and their implementation by students, school starting hours, holding congregational prayers. , systematic classes, implementation of approved education laws, holding various educational and recreational camps, and holding family education meetings are the proposed solutions. In terms of the differences in Quranic schools, the student's attendance time is about one bell more, holding extra-curricular Quran classes two days a week and parents' participation in moral education compared to normal schools. Therefore, it can be concluded that in Quranic schools, compared to normal schools, more attention is paid to educational and moral components such as teaching life skills, creating a spirit of cooperation and cooperation, and developing and stabilizing students' personality (strengthening self-esteem and self-confidence).