نشریه تربیت اسلامی
پیاپی 38 (زمستان 1400)

Individual differences are very important in education.The present study aimed to identify the challenges and barriers to the implementation of the curriculum based on individual differences in the area of Religion and Life in the education system .Using the phenomenological method and purposeful criterion-based sampling,the views of twenty-three experts in the field of religious education have been examined using semi-structured interview tools. The results indicate that the implementation of this approach faces challenges before and during the implementation of the religion and life curriculum.Challenges before implementation are weaknesses in the educational system and curricula of Farhangian University, weakness of the teacher training system in hiring and training professionally qualified teachers,entrance exam for university a factor for standardization, inflexibility of goals and lack of teacher independence adaptation of goals to individual differences of learners,The dominance of a disciplinary approach in curriculum design,central focus and uniformity in content preparation and lack of attention to ecological components,incompatibility of content with different needs of students, and challenges during implementation are also limitations in the use of resources and various educational learning materials, poor knowledge and practice of teachers in teaching methods of religion and life curriculum,Lack of attractiveness and motivation of the environment for learning,Lack of sufficient time for teachers,large number of students in a classroom,Lack of adequate use of learning opportunities outside the school, poor communication between families and school,limited technological and up-to-date educational facilities,Dominance of cognitive-centered evaluation method and lack of teachers' freedom in evaluation.Appropriate solutions are provided to solve the challenges

School textbooks are an ideal opportunity to educate and nurture the students’ personalities, and to achieve this goal, often the super patter characters and personalities is used. The sirah and personality of Fatima provides a good opportunity for the policy makers of the high school education and textbook authors, to be able to use it to teach Islamic and Shiite lifestyles based on the historical and multifaceted personality of her to high school students. In this research, which has been done by content analysis, have been reviewed the high school books and textbooks (first and second order).The findings of this study show that although an acceptable effort has been made in these books to introduce Fatima, but the representation of the dimensions of her personality and character has not been drawn as it should be. In general, it can be said that the image of the Supreme Lady in the textbooks seems to be mostly stereotype, and despite some phrases, such as the lesson "The Best Lady" in the book of Sky messages in seventh grade of the first period of high school, the current situation is far from favorable.

Evaluation is one of the important components of religious education curriculum. Major pathological research has emphasized the inefficiency of current assessment methods and has sometimes suggested "self-assessment" as an alternative; But this suggestion is less detailed and expanded. This study was conducted to explain the need for "self-assessment" and its relevance to the principles of religious education. The research method was descriptive-analytical. Based on the findings, it was found that self-assessment is appropriate for eight principles of Islamic education (comprehensiveness principle, monotheism and purity principle, participation and responsibility principle, individual differences principle, positive religious tendencies principle, apology and compensation principle, dignity principle and of continuity and ongoing supervision principle) and took precedence over routine assessment (cognitive-centered, quantitative, and teacher-centered one). Also, the use of self-assessment in the religious education curriculum can vary from the minimum mode (as a supplement) to the maximum mode (assessment model only). Finally, the necessities of the application of self-assessment in the religious education curriculum are discussed. Also, the use of self-assessment in the religious education curriculum can vary from the minimum mode (as a supplement) to the maximum mode (assessment model only). Finally, the necessities of the application of self-assessment in the religious education curriculum are discussed.

The university is a social institution that can help institutionalizing the culture of hijab and Islamic dress code; therefore, through examining and analyzing the internal and external conditions of university environments, this paper tries to identify effective strategies that spread hijab and Islamic dress code in university environments. This research was conducted in University of Agricultural Sciences and Natural Resources of Khuzestan using SWOT analysis, i.e. after selection of 220 students as sample, data was collected through a questionnaire survey. Then it was analyzed using SPSS software based on SWOT method. According to the results of the research, the most important strength and weakness for spreading Islamic dress code in the university are and "lack of educational programs related to Islamic culture and dress code in the university,” respectively. They also considered “families who observe Islamic dress code, that affect their student children in observing Islamic culture and dress code in the university” and “teaching appropriate patterns and models of Islamic and national dresses in attractive and effective ways with the help of experts and dress designers through mass media” as the most important opportunities for the university in this field. And the most important threats from their viewpoint were “dress patterns and models advertised and shown in satellite channels that affects the clothing and make-up of women” and “misconception of Islamic dress code as a barrier to social activities and working of women.”

The aim of the this research is conceptual analysis of the ethic virtues: courage, honesty and benevolence in Islamic ethics and its applications in the content of the Farsi books in Elementary school level at 98-99. The methods of research are Conceptual Analysis for understanding the meaning of courage, honesty, and benevolence in Islamic ethics, and context analysis for the content of the Farsi books in Elementary level published in 1398-99. Then two data are compaired in a comparative study.The study has shown that the basis of ethics virtues in Islam are theorticalcal and practical, but the content of Farsi books talk about practical ethics, also in Islamic ethics courage has two minings: braveness and ethic courage, but in the content of the Farsi books means braveness even to the level of loss of life in the defence of religious, people of society and home. Honesty means corespondens of intent, faith and pactice, and in high level means devotion, while in Farsi books means being veracity and honor. Benevolence is demanding for others as good as for one’s self but in Farsi books means demanding good for others in different references.

The purpose of this article is to explain how to extract the semantic domain of key educational concepts and words of the Qur'an. To achieve this goal, the combined method of constructivist lexical semantics and Izutsu model and for example the concept of education has been used. Quranic lexical semantics is in fact an analytical study on the key concepts of the Quran. Draws its meaning. Based on the analysis of that semantic network, a worldview hidden beyond the key concepts of the Qur'an can be achieved. Based on the findings of this study, the word education has a close semantic connection with the main structure of increase, growth and height with the word "cultivation". But the word "Lord" has no direct semantic connection with the semantic core of property along with possession and planning, and its translation into a teacher (Lord) is a tolerant translation and finally a necessary translation. Of course, according to the monotheistic view, planning All matters of all beings, including the education of human beings, are in the hands of God Almighty, and this issue is not specific to education. Accordingly, "cultivation" in the semantic system of the Qur'an, with its semantic core, growth, prosperity and beauty, is the focus of important educational concepts such as education. , Education, guidance and growth, grace and mercy, piety and obedience, faith and the like, and guarantees the well-being and salvation of man.