نشریه تربیت اسلامی
پیاپی 40 (تابستان 1401)

Parenting is one of the key responsibilities of parents in all societies. This task becomes difficult during adolescence because the adolescent undergoes many physical, cognitive and emotional changes in the most critical stages of development. Therefore, parents need to learn special educational methods of this course. This study, with a psychological and Islamic approach, seeks to develop parenting methods for parents, especially fathers, along with strategies and tactics. Strategy is a plan that is designed to achieve a long-term goal, and tactic is the operational methods used to achieve the goal. The method of this research is the analysis of the content of Islamic and psychological texts in the field of adolescent parenting. For this purpose, Islamic texts and psychology related to adolescence and parenting in adolescence were reviewed. 58 basic codes were obtained from Islamic propositions and 234 codes were obtained from psychological research. Data were qualitatively analyzed using Atlas T software. After classifying the initial codes, axial coding and networking were performed with an ijtihad-concrete approach. The research findings include three general strategies and 28 strategies for parenting: adolescent relationship strategy including merit, peace-seeking, popularity, proximity, insight, cognition and humor, education strategy including attention to health and acceptance of excitement, responsibility, intellectual guidance, sexual guidance Fostering Rationality, Limitations, Participation, Skills Development, Job Skills, Supervision, Counseling, Success, Practice Decision-Making, and Parental Self-Management Strategy Is.

Pudency is the basis of most completely moral system and its place on preserving human dignity. In the pudency moral system understanding of presence of God leads to self-control to tendency to good thought, emotions and behaviors and avoid from bad thought, emotions and behaviors Which is due to the feeling of dignity and worth and greatness that based on modesty cause one to turn away from guilts and lay the groundwork for nearness to God. In this research, which has been done by descriptive method of documentary analytical type, while study the Quran and the narration principles of Pudency, the position of Pudency in the field of goals, principles and methods of education has been discussed. The study of verses and narrations showed that Pudency is one of the basic pillars of self-control that It is motivated neither by fear nor greed but by self-respect. Also, the position of modesty in the field of educational goals is in four areas of belief, morality, worldly and hereafter. Which includes nearness to God, growth of moral virtues, self-control and hope, and the position of modesty in the field of principles of education includes the principle of thinking, the principle of dignity, the principle of moderation and the principle of asceticism, and the position of modesty in the field of educational methods includes methods Patterning is the method of love and the method of reminder.

The purpose of this study is to explain the effect of nutrition as one of the non-cognitive factors affecting the human knowledge, which is based on religious- philosophical analysis through a descriptive-analytical method. The findings of this study show the relationship between soul and body and their union on the one hand and the effect of food and drink on the body on the other hand provides the ground for mutual influence between the soul and the body. Therefore, whenever the religiously illicit or licit nutrition comes from the body area, the nature of food directs the human soul in a specific direction and in accordance with the nature of the food. Accordingly, illicit nutrition causes one to lose his talent for acquiring right knowledge. Also, the food, as a material object, plays an important role in changing the position of the body and, consequently, in the position of the brain and nerves, as a perceptual tool of the body, and a change in this tool plays an important role in formation of human knowledge.

The aim of this study was to compare the quality of extracurricular activities implemented in high schools in Qom based on nine elements of Klein. The research method is descriptive-survey and applied in terms of purpose. The study population includes principals, educators and junior high school students who were selected as a sample using simple random stratified sampling method and according to Morgan table 140, 119 and 401 people, respectively. The data collection tool was a researcher-made questionnaire.The content validity of the questionnaire was calculated by experts in the relevant field and the reliability was calculated using Cronbach's alpha coefficient of / 97. Descriptive and inferential statistical methods such as one-sample t-test, Kruskal-Wallis analysis of variance and Mann-Whitney U test were used to analyze the data.Research findings showed: 1. From the point of view of the managers of extracurricular activities implemented in the dimensions of "goals, educational materials" are in an unfavorable situation. 2. From the educators' point of view, the extracurricular activities implemented in the "learning time" dimension are in an unfavorable situation. 3. From the students' point of view, the extracurricular activities implemented in the dimensions of objectives, content, educational materials, learning activities, implementation strategies, evaluation, grouping, time and space are in an unfavorable situation

With the aim of developing a model for training Islamic citizen, the above-mentioned research method was selected in order to integrate the results of previous researches from previous empirical sources related to the research from library resources as a statistical population and by purposive sampling method, 15 previous studies were selected for final investigation and qualitative content analysis method was used to analyze the collected data and the results showed that Education of Islamic citizen is one of the seven principles: freedom, justice, preservation of human dignity, moderation in behavior, monotheism, health and rationality, which was approved and validated by experts using Kappa index with the amount of 0.87 and the following suggestions were presented:1- Education by developing training courses, teachers with the principles developed in this research to implement and consider in their education. 2- Provide serious participation of governmental and non-governmental sectors, especially NGOs active in the field of social, political, economic, cultural and individual education (such as Islamic Propaganda Organization, Police Force, Municipality, Cultural Heritage and Tourism).3- Provide appropriate social, cultural, economic and political contexts for applying the concept of "Islamic citizenship education" in educational resources and resources.Keywords: Over there Combine, Model, Citizenship Education, Islamic Resources

The purpose of this article is to examine the features of values ​​education curriculum. The approach of the qualitative article and its method is systematic review based on the model of Wright et al. (2007). The research community consists of 87 articles on the features of the value education curriculum that have been presented in prestigious scientific journals between 2000 and 2020. The research sample consists of 31 articles that were purposefully collected and selected based on thematic monitoring of data. The data of the article are collected from the qualitative analysis of the studied documents. Based on data analysis, the characteristics of the values ​​education curriculum in two dimensions: why values ​​education curriculum in the form of individual needs and needs and social needs and dimensions and how the values ​​education curriculum in the form of objectives such as goals: final, general And partial; Content: principles, how to organize, organizing pattern and concepts; Teaching-learning strategies: direct, semi-direct and indirect; Learning materials and resources: written and non-written resources; Manpower: The role of the teacher and the teacher's competencies; Grouping: Collaborative group; Learning experiences: individual and group experiences; Location: main and secondary; Time: formal and informal and evaluation: oral and practical.