نشریه ایده های نو در تعلیم و تربیت
پیاپی 2 (بهار 1401)

The purpose of this study is to investigate the degree of compliance of the ultimate educational goals of Islam in the content of the book Gifts of Heaven and teaching the fifth grade Quran. Goals that fall into two categories: transverse and ultimate. According to the quantitative, objective and systematic analysis of textbooks on the subject of research and also the tools used, the research method is descriptive and content analysis. The registration unit in this research is the subject and the field unit is the course. The statistical population of the books of heavenly gifts and Quran teaching is the fifth grade. And the statistical sample includes the text of the lesson, verses, and all the activities of the book. The counting method is also abundant. The research findings indicate that the ultimate educational goals of Islam have not been used properly in these two books. The above two books, which have content related to God, religious issues and the Bible, deal unequally with the ultimate goals in each lesson and each of the books, and also some of the lessons in this book do not address any of the goals.

In order to develop and institutionalize the necessary educational justice, a fundamental change in the education system based on the lofty ideals of the Islamic system must be focused on the vision of a developed Iranian future with the first economic, scientific and technological position in the region with an identity. Revolutionary Islam should inspire the Islamic world with constructive and effective interaction in the field of international relations In this regard, the establishment of infrastructure and mobile communication centers of the fifth generation (fifth generation Internet (5G)) throughout the country, especially in deprived and border areas can greatly accelerate the achievement of this macro goal. This article describes the use of the fifth generation Internet in educating students.

The purpose of this study is to examine the characteristics of students from the perspective of education documents and its critique based on the book \"Etiquette of Learners\" by Khajeh Nasir al-Din Tusi. The method used in this research was document analysis and criticism. Based on this, first, the anthropology basics section of the document of fundamental change in education was examined and the student\'s characteristics were formulated according to it. Then, referring to the book \"Etiquette of the Learned\" by Khajeh Nasir al-Din Tusi, the characteristics of the student were mentioned, and at the end, by placing the book \"Etiquette of the Learned\" as a criterion, the characteristics of the student were criticized in the document. Existence of common features, there are some features of the student from the point of view of Khajeh Nasir al-Din Tusi, which are less considered or do not exist at all in the document of fundamental transformation of education. In education documents, in general, there is a sufficient and appropriate emphasis on the principles and principles and little reference is made to the specified methods, while Khajeh Nasir al-Din Tusi in the book \"Etiquette of the Learned\" introduces the characteristics and methods of education based It deals with religious principles and foundations. Keywords: student, etiquette of learners, Khajeh Nasir al-Din Tusi, document of fundamental change in education

In this study, the relationship between academic motivation and Cognitive engagement with mediator role of achievement emotions is surveyed. Participants were 315 college students (173 female and 142 male) in different fields and sections in faculty of psychology and education at Shiraz University that were chosen by stratified random sampling. For measuring the variables, Academic Engagement Scale (Reeve and Tseng, 2011), Motivation Scale (Vallerand ,1989) and Achievement Emotions Questionnaire (Pekrun, 2005), were used. Fitness of the proposed model was examined through structural equation modeling (SEM), using AMOS-21 software package. The indirect effects were tested using the bootstrap procedure. Findings indicated that the proposed model fit the data properly. Better fit and more meaningful results obtained by eliminating two insignificant path. The results indicated that intrinsic motivation has significant positive effect on Cognitive engagement, but extrinsic motivation & amotivation have no significant effect. The result of indirect relationship showed that dimensions of academic motivation only through positive emotions have significant indirect effect on Cognitive engagement.