نشریه چشم انداز برنامه درسی و آموزش
پیاپی 3 (پاییز 1400)

today, development of mental anf physical capacities has become one of the main goals in all disciplines. Brain base learning methods based on scientific research on how the brain learns has become a promising research center. The purpose of this study was to determine the effectiveness of brain-based education on cognitive-affective outputs of English learnin. 

In this study which was done in line with this goal and in the form of an inter-group pilot project with pre-test and post-test with the ninth grade students of Bostanabad city. Testers were selected by multi-stage cluster sampling and were replaced in two experimental and control groups (two classes of 15 people). Then, for the experimental groups, brain-based training strategies were implemented in 10 sessions and for the control group, no intervention was performed. The Williams and Dessie learning atmosphere questionnaire and Pintrich, Smith, Garcia and McCage motivational strategies were used to measure the background and motivational learning conditions in the two stages of pre-test and post-test.

  Data analysis using multivariate analysis of covariance showed that improving the background and motivational conditions for learning English is effective. These findings have practical implications for the areas of English language teaching that are discussed in detail.

These findings have practical implications for the areas of English language teaching that are discussed in detail.

The present study aimed to evaluate the student social network (SHAD) with a swot approach in order to provide strategies to improve the curriculum. This research is applied in terms of purpose and descriptive and survey in terms of research method. The statistical population includes two groups of high school teachers and students, District 14 of Tehran, which using random sampling method and Morgan table, out of 515 teachers, 220 people, and 16780 students, 376 people as a sample and were studied. The research tool is a researcher-made questionnaire and in its design, the items are arranged in four sections (strengths, weaknesses, opportunities and threats). Formal and content validity were used to assess the validity of the questionnaire and Cronbach's alpha method was used to assess the reliability of the questionnaire. Data analysis was performed using descriptive statistics (table and graph of frequency, percentage, standard deviation and mean) and inferential statistics (univariate t). After identifying the four dimensions of strengths, weaknesses, opportunities and threats from the perspective of teachers and students according to the results obtained, and using the swot matrix table of aggressive strategies (so) based on the use of strengths to exploit Opportunities, contingency strategies (wo) based on eliminating vulnerabilities that are appropriate to take advantage of opportunities: Adaptive strategies (st) based on using strengths to combat threats, and defensive strategies (wt) Which were presented on the basis of eliminating weaknesses suitable for combating threats.

The results of the research are explained. Data analysis using multivariate analysis of covariance showed that improving the background and motivational conditions for learning English is effective

The conclusion and discussion of the research are explained. These findings have practical implications for the areas of English language teaching that are discussed in detail.

Iran is a multicultural country and ethnic and linguistic diversity is one of its key features. The model of the nation in Iran is mixed and unbalanced. Due to the importance of the issue and quantitative studies, the present study tries to study the experiences of Persian language teachers from holding a multilingual training course.

The approach of the present study was qualitative and phenomenological design and its data were collected through semi-structured interviews. Data analysis was performed using thematic content analysis method. Participants in this study were monolingual Persian language teachers in Sib and Soran who were selected by purposive sampling.

depth analysis of teacher interviews leads to the identification and categorization of five organizing themes, including: language awareness with three basic themes of prejudice, self-awareness and respect for diversity; Language knowledge with three basic themes: knowledge of other languages, gaining knowledge about one's mother tongue and understanding the role of language in the teaching process; Challenges with two basic themes: challenges in the social environment and challenges in the workplace; Emotions with a basic theme Emotions about a person's new environment and coping with the two basic themes became multilingual competencies and social support.

Multilingual training courses increase teachers' language knowledge and awareness and prepare them to face language challenges.

The aim of this study was to analyze the content of elementary school Persian books.This research is of descriptive type and is in the group of applied research.The tool used in this research is content analysis.Using this method, the analysis of Persian textbooks for the elementary school as well as the general objectives of the Islamic Republic of Iran, the objectives of the elementary course and the objectives of the Persian course were discussed.The statistical population consisted of six Persian books(let's read)in the elementary school in the academic year 2019-2020, which were examined by counting method.Findings indicate that the elements of public culture have a great effect on promoting the level of public culture and students should be familiar with the components of public culture in which they live through textbooks. At the end of the elementary school, in the fourth, fifth, and sixth grades, they gain a better understanding of the cultural issues of their society, and as a result, in the sixth grade, much attention is paid to the cultural components.The results of content analysis showed that the prioritization of the components of public culture(general religious and moral values, legal norms, national symbols, religious symbols)in Persian books in the six primary grades are close to each other.While in the content of Persian books of elementary school, among the components of general culture of Persian textbooks, the highest frequency is in the component of"general religious and moral values" and the lowest frequency is in the component of religious symbols.

Teachers 'job satisfaction is associated with various factors and the present study was conducted to investigate the relationship between moral, spiritual, and emotional intelligence with teachers' job satisfaction. The method of the present study is cross-sectional descriptive-analytical and correlational. The statistical population of the study consisted of all teachers working in education in Kalat city (700 people). Cochran's formula was used to determine the sample size and 248 people were selected as the sample who were selected using simple random sampling method. Data were collected based on four ethical intelligence questionnaires by Link and Kiel (2005), King spiritual intelligence (SISRI.2008), Siberian emotional intelligence (2001) and Barati (2006) job satisfaction (Cronbach's alpha coefficient) 0.86, 0.88, 0.85 and 0.82 were obtained and their face and content validity were confirmed by experts. Data analysis was performed using SPSS software. The results showed that there is a significant correlation between spiritual, moral and emotional intelligence with job satisfaction. The results of regression analysis also indicated that moral intelligence can predict job satisfaction.

The aim of this study was to investigate the lived experiences of native teachers of the challenges of education in subcultural areas during the Covid Crisis 19 in the new suburbs. The Approach of the present study was qualitatively phenomenological. The study area was all native primary school teachers in Laeen city. Using purposive sampling method, native teachers with at least 8 years of service experience were selected and interviews were continued until theoretical saturation. Its reliability was obtained through three criteria of acceptability, reliability and verifiability. Findings were analyzed using the Claysian method and were classified into 5 main categories including challenges related to students, parents, systems and media, teachers and challenges related to indigenous communities and 15 subcategories. The findings showed that in indigenous environments, experiences based on environment-based learning, group learning and the existence of emotional connection between teacher and students are the sources of learning and teaching, which has been taken away from teachers due to the Covid 19 crisis. Another issue is the immediate and unplanned entry of the media into the education system in the indigenous environment, which has raised concerns for parents and the indigenous community. Overall, the findings show that the most important challenge of e-learning in the Covid 19 crisis is the destruction of indigenous culture. In addition, the lack of educational justice is one of the challenges in these areas