نشریه تدریس پژوهی
سال دهم شماره 4 (زمستان 1401)

Teaching reading learning skills is one of the important and prominent curriculum in schools, especially in elementary school. The goals of reading education include fluency, reading comprehension and word learning. Fluency is the ability to read text according to its content, read prose and poetry with appropriate tone and music. Reading comprehension is the ability to understand the explicit and implicit information of the text, to integrate and interpret the information of the text. Also, the purpose of vocabulary learning is to regularize students' basic words and expand children's vocabulary. Expanding students' vocabulary helps in reading and listening comprehension as well as speaking and writing (Sheldareh et al., 2017).The epidemic of the corona virus and the closure of schools forced the educational system, teachers and families into new conditions of education, i.e. virtual education. Mandatory virtual education and changing the location of education from school to home forced administrators and teachers to design and predict educational programs, teaching methods, and the activities and interactions of administrators, teachers, students, and parents virtually. The process of teaching and learning in the classroom is accompanied by human interactions. Teacher-student relationships are the main part of teaching and learning. It is obvious that students need their teachers in many learning environments (Reilly, 2009). Parental involvement is any interaction between a child and a parent that may contribute to the child's development with the parent's direct participation in the child's school affairs and make him/her interested in school (Dumont et al., 2014). In this research, parent-child interactions in academic matters, especially reading education, have been investigated in researches related to the role of parents regarding educational goals, monitoring learning and doing homework.The main goal of the current research is to design and validate a suitable model of teaching reading in virtual space based on parent-child and teacher-student interaction in the elementary school. To design and validate the proposed reading teaching model, two questions are answered. First question, what elements is the proposed model of reading education based on parent-child and teacher-student interaction in the virtual space designed? And the second question, is this proposed model of reading education valid from the point of view of experts and teachers?To design the model, a qualitative method was used with a systematic review of the research literature, and a survey method was used for validation. The statistical population of this research for the design of the educational model includes all books, research articles, dissertations and internet information sources in the field of reading education with regard to the virtual space and teacher-student and parent-child interactions, and the statistical population for the validation of the model is educational psychology specialists, Curriculum planning, educational technology and teachers of reading education were selected as a sample of 15 people. The data collection tool was a questionnaire and an 8-question questionnaire made by the researcher on a Likert scale.The findings of the research question about the main elements of the reading teaching model led to the formulation of a conceptual model of the main elements of the research model. Based on the findings of this study, a conceptual model with four main elements including reading curriculum, educational strategies, technology and human interactions was determined. Reading curriculum elements include objectives, content, assignments, and assessment. The main goals of the primary school Persian book in Farsi reading include vocabulary learning, fluent reading and comprehension. To increase reading skills, teachers use classroom and home assignments such as reading practice and vocabulary learning. Assessment is also an inseparable part of education that teachers use from the beginning to the end of education to measure the progress of reading learning. The element of human interactions, the teaching and learning process in the classroom and online classroom is associated with human interactions. These interactions include teacher-student and student-student. Teacher-student interactions include activities and strategies that teachers provide online and simultaneously to students in the classroom in the form of audio, video, and homework. Parent-child interaction includes activities that are done between parents and children to improve reading skills at home. In this model, parents use appropriate strategies to help their children complete reading assignments at home. In parent-child interaction, parents facilitate reading assignments by using the strategy of paired reading and providing feedback. Another important element of the proposed reading teaching model is technology. To implement the proposed model of reading education in virtual space, communication technologies including the Internet, smartphone or tablet, and applications are needed. Teachers, parents and students participate in the virtual teaching and learning process using the student education network (SHAD). According to the conceptual model of elements of reading education in virtual space, the proposed model of reading education is designed in 8 steps. These steps include 1. Pre-reading 2. Paired reading 3. Teaching strategies 4. Practicing strategies 5. Re-reading 6. Reviewing strategies 7. Reading fluency and 8. Evaluation. This model is based on teacher-student and parent-child interactions. In the design and implementation of this model, methods and activities have been used to increase the amount of online interactions between teachers and students while teaching and learning reading skills. Also, appropriate methods and activities have been selected for parent-child interactions so that parents participate in their children's learning to read and help their children's reading skills improve.This model is based on teacher-student and parent-child interactions. In the design of this model, methods and activities have been used to increase the amount of online interactions between teachers and students while teaching and learning reading skills. Also, appropriate methods and activities have been selected for parent-child interactions so that parents participate in their children's learning to read and help their children's reading skills improve.The findings of the second question showed that according to experts and teachers, the proposed model of reading education is valid. They evaluated the proposed research model as valid in terms of comprehensiveness, coherence, validity, applicability, acceptability and coordination with reading goals. In this template, the number of sessions for each lesson is 8 sessions of 45 minutes, and the role of the teacher, students and parents, educational activities, editing methods, activity presentation formats (video, audio, photo, written) and the type of virtual learning (simultaneous and asynchronous) are specified. Also, according to the goals of primary school reading education, word learning, fluency reading and reading comprehension have been discussed in this model.It is suggested that this model be used in the third and higher grades. Likewise, this model should be taught to teachers and educational designers and educational leaders to systematically design and implement the reading education program in virtual space. Research for the application of this model in various virtual applications and with semi-experimental methods should be done. As a result, according to the opinion of experts, this eight-step model of reading education can be used to design and teach reading in virtual space based on teacher-student and parent-child interaction in the elementary school.

In the current research, our focus is not on the educational philosophy itself, but on special education centers. What centers were in charge of education and training? What were the characteristics of these centers? How was the teaching method in these centers? And what were the conditions for entering these centers? These questions and other such questions led us to investigate the history of Iran in the first Islamic centuries from the perspective of schools and scientific centers. In the present study, an attempt will be made to explain the state of Iran's educational system and evaluate the changes that have taken place in this field by examining the existing educational centers in Iran from the 3rd to the 7th centuries of Hijri. Choosing this time frame and not paying attention to the first two centuries of the arrival of Islam in Iran does not mean that there was no such thing as education in Iran during this period, but only because the amount of information available in this field in The first two centuries were very few and not very reliable.With the arrival of Islam in Iran, the Iranian society and its various institutions were influenced by Islamic culture and civilization, and many institutions took on an Islamic color. Among the existing institutions in any society, especially in Iranian society, is the institution of education. The issue of schools and educational centers in post-Islamic Iran is important from several aspects. One of the important aspects of this issue is manifested in the types of centers and educational institutions and the characteristics of each of them. As mentioned in the present research, Iran's educational centers were divided into three categories: mosques (MASAJED), schools (MADARES), and Elementary schools (MAKATEB) in the early Islamic centuries. Of course, monasteries (KHANEGHAH) and libraries can also be mentioned as scientific centers, and of course, education and teaching in them was probably a function of other types (mosques (MASAJED), schools (MADARES), and Elementary schools (MAKATEB).The mosque was a religious-educational institution that, in addition to worship, promoted literacy among Muslims, and its main educational goal was to teach the Quran and religious teachings to Muslims. Therefore, the circle of students of the mosque was exclusive to Muslims. In the history of Islamic education and training from the beginning to the fourth century of Hijri, mosques are mentioned as the most important scientific and educational centers and institutions in the Islamic world. In Islamic Iran, this tradition was common from the second and third centuries onwards. The available evidence indicates that there were teaching areas in many mosques that were established in Iran, including Sistan, Bukhara, Balkh, Herat, Fars, etc. In Neyshabur, which was one of the most important Islamic countries until the Mongol invasion, there are many mosques that were the center of education, such as the Matrazi Mosque, the old Neyshabor Mosque, and the Mani'i Mosque. Special teaching methods were used in mosques. Each of the professors formed circles in the mosques, and in them they taught sciences such as hadith, recitation of the Qur'an, literary sciences, and jurisprudence. This custom was current in all mosques and in them circles were formed for teaching and spelling hadiths and sciences by scientists and famous religious leaders. The importance of these circles depended on the position of the professor and the value of the subject. The school was the most important educational institution after the mosque, which had a deep connection with the mosque in the beginning, and its building was usually attached to the mosques and next to them. From the fourth century onwards, Islamic culture and civilization gradually developed, so that in this century, education and learning were transferred from the courtyard of mosques to independent schools. However, mosques also maintained their educational aspect. Many factors played a role in this transition and separation of schools from mosques. Teaching various sciences and knowledge, that too at a high scientific and reasoning level, was not possible for all classes. On the one hand, the policy of the Abbasid caliphs was to transfer science from the mosque to Dar al-Khilafah, and on the other hand, the expansion of the field of science and knowledge led to the fact that scientists were gradually not limited to mosques alone, and the process of learning science was removed from the monopoly of mosques, and they thought of establishing independent centers. Fall from mosques. In the first half of the 4th century, there were many schools in different cities of Iran. One of the most important features of these madrasahs was that usually each of them was established for a specific sect of Islamic sects and only the jurisprudential and theological topics of that specific sect were taught there. Therefore, followers of other sects were not allowed to enter it. Each of these schools had its own teachers, and in some of them, a special salary was assigned to the teachers and students. Another characteristic of these schools was that the teaching of legal sciences was prohibited in them; because the founders of these madrasahs rebelled to establish the mentioned madrasahs with the intention of the afterlife reward, and naturally they were not satisfied with the teaching of disgusting and forbidden sciences in these madrasahs. The expansion of schools caused attention to non-religious sciences. Although religious sciences were also taught in schools, non-religious sciences were also taught, and two groups of NAGHLI (religious) and intellectual or AGHLI (non-religious) sciences were given attention in schools. Of course, it goes without saying that the madrasahs of this period could not free themselves from the domination of religious sciences in every sense, and in Iran of the first centuries of Islam, we do not know almost any madrasahs that are specifically and separately specific to the intellectual sciences.The MAKTAB, as a place of education for elementary children, was one of the other educational centers in Iran, where children were taught to read texts, especially religious texts. The MAKTAB was usually reserved for five- to six-year-old children, whose education period continued until puberty. Both boys and girls were taught in the MAKTAB. Education in schools had two general and important features, which are: a) freedom of action: there was no age requirement, no time limit, and no other restrictions to enter the school. At MAKTAB, the curriculum was not set for everyone. Each novice had his own curriculum according to the time he started studying and his talent in learning. b) MAKTAB curriculum: The courses offered in the MAKTAB, although there were differences in different regions, were set based on the two main foundations of religion and culture. The Qur'an was the main teaching book of MAKTAB throughout the Islamic societies.In an educational system, after the teaching materials, the method of teaching these materials is one of the significant issues. The main educational methods of Islamic scientific centers were divided into four methods of memorization, narration, listening and spelling:Memorization (HEFZ): Relying on the power of memory was one of the important methods that Muslim scholars and students relied on in acquiring knowledge. The great importance of this method came from the fact that the Prophet (PBUH) encouraged Muslims to memorize the Qur'an. This method had its own advantages and disadvantages.B) Narration (REVAYAT): In this method, prophetic hadiths were taught to the students in a face-to-face and oral manner.Listening (SAMA): Sama means listening, it was a kind of oral education. In this way, the teacher narrated his lessons orally and the students learned them by listening to the teacher's words.Spelling (EMLA): Spelling means writing. The spread of this method was due to the publication of paper and the expansion of the scope of writing. In this way, the professor used to narrate his material to the students with the intention of writing.Thus, in Iran in the early Islamic centuries, there are three types of educational centers; That is, the mosque, school, and MAKTAB replaced the existing state education system in Sassanid Iran. One of the characteristics of Iranian society in the pre-Islam era and during the Sasanian rule was the CASTE (class) system. The existence of the caste system in this era indicates that the use of the facilities in the society had limitations and not all people were allowed to use all the facilities. Applying such a policy had led to a kind of stagnation and stagnation in Iran's social system; this means that each class monopolized one of the pillars of the society and did not allow other people and classes to enter their guild or class. The education institution was also affected by this policy and many people were deprived from entering the field of education. However, with the emergence of Islam and its new teachings in the field of science education, based on the value and importance of literacy for all Muslims and the emphasis of the Prophet of Islam (PBUH) on the importance of this issue, a new discourse emerged that limited the study of science and literacy to a specific classes did not recognized. The arrival of Islam in Iran and the promotion of its egalitarian teachings disrupted the monopolistic discourse existing in ancient Iran. This issue, especially in the field of education, made everyone find the conditions to enter this field and study science and knowledge depending on their ability. The conditions for entering schools and educational centers in Iran, which were mentioned, rightly indicate the generality of education in Iran after Islam.

Corona disease or Covid-19, which is a serious and unprecedented threat to life and health, started in China in December 2019 and quickly spread to all over the world. The continuous spread of this disease and serious measures to control it, including closing schools, has affected the mental health of adolescent’s students. Researches in the outbreak of covid-19 have reported the depression rate of adolescents between 25.2% and 57%. During the period of Covid-19, the prevalence of depression in the general population of Iran was between 7.9% and 42.3%. Among the depression-related variables that are more common in adolescents than in other age groups is co-rumination, which refers to excessive talking about problems and is characterized by repeating problems, speculating about problems, and focusing on negative emotions. Research in the outbreak of covid-19 showed the relationship between co-rumination and depression in people 18 years and older. Adolescents have co-rumination in all communication methods, especially face-to-face, and co-rumination leads to negative emotions in them. In addition, one of the consequences of co-rumination in adolescents is depression problems.Due to the fact that depression has increased in adolescents during the Covid-19 and its relationship with common rumination has been confirmed, therefore it is necessary to pay attention to psychological treatments to reduce depression and co-rumination in adolescents. One of the therapeutic methods is emotion regulation, which is dealing with emotions and actively looking for solutions to improve them, which leads to positive psychological results. The effects of this therapy on psychological problems, especially adolescent depression, have been confirmed. No research has been published about the effectiveness of emotion regulation therapy on co-rumination until this research was conducted. But research has shown that emotion regulation therapy has been effective on adolescents' rumination.Among the therapies that have received attention in recent years is time perspective. Time perspective is "the often non-conscious personal attitude that each of us holds towards time and the process whereby the continual flow of existence is bundled into time categories that help to give order, coherence, and meaning to our lives." Time perspective therapy is a new time-based therapy that focuses on clients' perceptions of their past, present, and future. This treatment has had a significant effect on the time balance and anxiety and social well-being of adolescents. The effectiveness of this therapy on depression and rumination has been confirmed. Therefore, the aim of the present study was the effectiveness of emotion regulation and time perspective therapies on depression and co-rumination of adolescent students in the outbreak of covid-19.This research was the quasi-experimental research (pre-test, post-test and follow-up with a control group). The statistical population of this research was made up of all male students of the second secondary level (7th to 12th grade) with depression symptoms in Gilan-E-Gharb city, Kermanshah, Iran. After the initial screening and interview with the support of school counselors, 64 adolescents ‘students had symptoms of depression and 58 of them agreed to participate in therapy sessions. 57 people were randomly replaced in three groups: emotion regulation treatment (19 people), time perspective treatment (19 people) and control group (19 people). It should be noted that adolescent students were matched in three groups based on their educational level. One remaining person was placed in the control group due to research ethics. After holding the meetings and due to the drop of the sample, 17 people were finally evaluated in each group. Data were collected using the short form of the Beck Depression and the Co-Rumination Scales. For the first experimental group, emotional regulation therapy was performed in eight sessions, and for the second experimental group, intervention based on time perspective was performed in eight sessions. Finally, the data were analyzed using the analysis of variance test with repeated measure, Tukey and Bonferroni post hoc tests.The results showed that emotion regulation therapy was effective in reducing depression and co-rumination in the post-test and follow-up, and the effectiveness of emotion regulation therapy was greater than time perspective therapy. Also, the results showed that the emotion regulation and time perspective therapies were effective in reducing co-rumination in the post-test and follow-up, and no significant difference was observed between the effectiveness of emotion regulation and time perspective therapies in reducing co-rumination.Emotion regulation therapy by providing strategies such as recognizing emotions and reappraisal of negative and positive emotions not only leads to an increase in emotional awareness, but also causes people to manage their emotions in a positive way. Therefore, adolescents who experience symptoms of depression during the period of Covid-19, by receiving the therapeutic techniques of this therapy, including emotional reappraisal, can understand the psychological symptoms, including depression, and the negative emotions related to it, including sadness, and this can reduce depression and co-rumination. The time perspective therapy is based on techniques such as checking the dimensions of the past, present and future time perspective and makes people change their negative time perspective towards the past, present and future to positive perspectives. Therefore, these techniques help depressed adolescents to change the negative past, deterministic present and negative future into positive aspects, and this causes them to evaluate the negative experiences of the past with a positive view and to evaluate their current life as well. In addition, this therapy causes adolescent students to reduce negative predictions about the future and change these predictions with positive ones. In other words, this therapy creates time balance in people, and this causes them to reduce depression and co-rumination related to it.The limitations of this research were the sample selection among adolescent boys, the two-month follow-up period, and the lack of sample screening based on the co-rumination. The results showed that emotion regulation and time perspective therapies were effective in reducing depression symptoms and co-rumination of adolescent students in the outbreak of covid-19. Therefore, psychological therapists are recommended to use emotion regulation and time perspective therapies to reduce the symptoms of depression and co-rumination in adolescents. In addition, the training of these two therapies is also suggested to school counselors; because this causes them to learn these two methods of therapy and use them in necessary cases to reduce the psychological problems of adolescent students.

This research was conducted with the aim of designing and validating the emotional intelligence curriculum model in two stages.In the first stage, two methods of research synthesis and phenomenology have been used. In the phenomenological method, the information was obtained through semi-structured interviews with experts in emotional intelligence who were selected by snowball sampling. The results showed that at the most general level, the necessity of developing students' emotional intelligence can be defended with two reasons: the effect of emotional intelligence on mental health and the effect of emotional intelligence on Academic progress of students because the increase in emotional intelligence improves the mental health of students and the increase in emotional intelligence causes the academic progress of students. It was also concluded that the best curriculum approach based on emotional intelligence is a comprehensive, multidimensional, holistic and integrated approach. At the end, a model was presented that has three dimensions of subject curriculum, integrated curriculum, environment and school space (outside the classroom). The first two dimensions of this model are related to the classroom and the main audience are the students. In this research, the elements of Klein's curriculum (goal, content, learning activities, teaching-learning process, learning materials and resources, grouping, space, time, etc.) have been used as a theoretical basis for the subject curriculum model.In the section on the goals of self-awareness, self-management, social awareness and social management of students, we chose the four main goals of the emotional intelligence curriculum for elementary students.In the content section, the content should be presented in multiple formats and should not be used only in its written form. Based on this, in teaching emotional intelligence, it is necessary to use other content formats such as photos and images, as well as learning activities as a form of content. In the teaching-learning process, collaborative learning, role-playing, brainstorming, storytelling, group games, and integrated methods should be used.In the learning opportunities section, there should be many and diverse learning opportunities based on the ability, needs and interests of students, activities should be designed for home and family, activities should cause cooperation and participation of parents in planning, compiling and implementing education.In the grouping section, the grouping should be based on the interests of the students and the teachers should be flexible in the layout of the class. Depending on the situational requirements, different group strategies, small groups, two-person groups and individual groups should be used. And the combination of groups as well. It should vary depending on the goals of the activity and the skill level of the students. In the time section, teachers of the first, second and third grades of primary school should allocate a 45-minute session and the teachers of the fourth, fifth and sixth grades should allocate 50 minutes of each week to emotional intelligence training in their timetables.In terms of space, creating a warm and friendly environment in the classroom, creating a sense of closeness and interest, mistakes are part of the learning process, adherence to the principles by the teacher, gentle and flexible teaching process, teaching with passion and excitement by the teacher. It is considered important. The materials and resources component prioritizes the use of multiple educational materials, the use of up-to-date and timely multimedia and technological educational tools. In the evaluation section, assessment should be a process and appropriate feedback, self-assessment and checklists should be used.The second part of the integrated curriculumIn this section, the capacities of art, physical education, social studies, and literature courses are used to develop emotional intelligence.This method is based on the belief that the creative process used in art helps people to solve conflicts and problems and develops interpersonal skills, leading to better behavior management, anxiety reduction, increased self-esteem and self-awareness. Painting is one of these methods.In addition to physical health, exercise can also be effective in improving mental health. In explaining this, it can be said that physical exercises are effective in two direct ways in improving the mood and increasing the mental health of people, one of them is the release of endorphins. And the other is the reduction of cortisol levels. The main goal of social studies education in elementary school is for students to acquire the necessary ability to perform duties in front of family, friends and neighbors, to respect teachers and parents of the school, to be able to adhere to school regulations, by following the rules and Regulations should respond to daily needs, pay more attention to the development of social skills, and increase interest in the land and living environment in them. Let's read the book is one of the books that includes many types of stories. This book can effectively strengthen the emotional intelligence of students and even solve their problems and treat their emotional disorders.The environment and atmosphere of the school (outside the classroom)A) The environment and physical space of the schoolThe physical environment is an essential component in the development of students' emotional intelligence, it is necessary to make sure that the messages sent by the layout, quality, appearance, sound, smell and other sensory messages transmitted by the physical environment are appropriate and aligned. It should be with the messages that we are trying to convey in other parts of the space and other features of the school.b) The social and psychological environment of the schoolThis section is best linked to school-wide activities, including morning programs, student-led activities, newsletters, exhibitions, posters, and displays of student work. With these methods, the skills taught are constantly reminded to the students. In the validation phase of the model, it was validated by Delphi method by experts in curriculum planning and emotional intelligence, who were selected by snowball sampling method, and their agreement with the model was estimated at 91.16%.

Students, as the future builders of the country, are considered as one of the most important strata of every society. Therefore, the factors that help them to have better academic performance are of great importance. Academic hope and self-efficacy are among these factors. Self-efficacy is considered as an important and key concept in Bandura's social cognitive theory. Self-efficacy refers to the confidence that a person feels about his abilities to perform a certain activity. This concept has a significant impact on the amount of effort and the level of a person's performance and means a person's judgment about his abilities to perform a specific action. Academic self-efficacy is also considered as a part of general self-efficacy, which is specifically defined as the ability of a person to understand his ability to perform tasks necessary to achieve academic goals, and it means confidence in performing academic tasks such as reading books, answering questions in classroom and preparation for tests and questions raised in classroom. Academic hope is also considered as a kind of educational belief or expectation, a belief through which a person expects to get positive results in his education. According to experts, hope is a dynamic cognitive system that, as one of the constructs proposed in positive psychology, has positive effects in various fields, including education and training, and causes the academic progress of students. Self-esteem and psychological well-being are among the factors affecting hope and academic self-efficacy. The structure of psychological well-being is considered as a combination of positive feelings and positive performance, which has a significant relationship with success and the absence of laxity and weakness. Self-esteem is also defined as "a person's feeling of worth and his approval of himself". Self-esteem is considered as one of the main factors in the optimal development of children and adolescents. Benefiting from self-esteem is considered as a central and essential factor in emotional and social adaptation and one of the components of mental well-being. Therefore, the present study was conducted with the aim of investigating the relationship between psychological well-being, self-efficacy and academic hope with the mediating role of self-esteem among female students of the secondary school (grade 2) in Mahabad.
The present study is considered as a correlational-descriptive research, and applied research are considered in terms of objective. The statistical population of this study included 2289 female students of the secondary school (grade 2) of Mahabad city in the academic year of 2022-2023. In order to select the sample, 329 people were selected according to Cochran's formula, using cluster random sampling method and in several stages. In this way, four schools were selected from the schools of Mahabad city and then twelve classes were randomly selected from the classes of these schools. For more certainty, 345 questionnaires were distributed among the students and finally 320 accurate and reliable questionnaires were returned. In order to collect data, this study used Ryff, the 42-item Psychological Wellbeing (PWB) Scale, Rosenberg self-esteem scale, the Academic Hope Scale (Khormaei, & Kamari), and Morgan-Jinks Student Efficacy Scale.
The process of data collection was such that students were invited to cooperate and questionnaires were provided to them after giving their consent. The inclusion criteria were female students of the secondary school (grade 2) who were studying in one of the 10th, 11th, and 12th grades and the exclusion criteria was the unwillingness of the participants to continue working with the researchers. Finally, the collected data were analyzed using SPSS26 and SMARTPLS4 and the structural equation method based on the three-step approach of partial least squares.
The findings of this study show that there is a positive and significant relationship between psychological well-being and self-esteem (p≤0.0001, β=0.200). Also, there is a positive and significant relationship between self-esteem and academic self-efficacy (p≤0.0001, β=0.668) and academic hope (p≤0.0001, β=0.792). Self-esteem plays a mediating role in the relationship between psychological well-being and academic hope (p≤0.0001, β=0.134) and academic self-efficacy (p≤0.0001, β=0.134). In explaining the relationship between psychological well-being and self-esteem, it can be stated that high self-esteem is one of the positive and effective factors in mental health.
People who feel good about themselves, usually feel good about life and have the ability to face problems and challenges with high confidence and handle it. In explaining the relationship between self-esteem and academic self-efficacy, it can be said that students with high self-esteem have a more positive attitude towards themselves. So it can be concluded that as the person's attitude towards himself/herself becomes more positive, the more likely it is that a person will use his/her maximum abilities to perform assigned duties and responsibilities. Also, in the relationship between self-esteem and academic hope in explaining these findings, it can be stated that people with high self-esteem have more creativity and high self-confidence.
Also, it has been found that people with high self-esteem have an internal source of control and are happier. There is a significant relationship between these factors and having hope in people, and it makes people have more hope in work and academic matters, and finally, to explain the last hypothesis, it can be stated that psychological well-being is an effort to realize one's potential abilities and self-esteem. As a person's evaluation of himself/herself and building a concept about his characteristics and abilities, it can be a basis for creating, maintaining and promoting hope and academic self-efficacy among female students of the secondary school (grade 2).
Experts have also confirmed that self-esteem has a significant impact on academic success and performance, because people with high self-esteem pay more attention to their strengths and have a better evaluation of themselves. Also, the presence of psychological well-being in people leads them to greater success, healthier social communication and ultimately higher physical and social health.
Due to the importance of self-efficacy and academic hope variables, and taking into account the results obtained from the current research, which revealed that there is a significant relationship between psychological well-being and self-esteem with these two variables, it is recommended to counselors, psychologists, school officials and teacher try to design and implement counseling programs with the aim of improving students' psychological well-being and self-esteem. Some of the limitations of this study were that this relationship is found only between female students of the second secondary school, so the results should be cautiously generalized to male students and other grades.
Also, another limitation was that the data collection process was time consuming. Also, the use of self-report instruments may partially distance the main answers of the participants from the real answers. It is recommended to other researchers to examine the factors affecting the self-efficacy and academic hope of students in a qualitative study and in a more in-depth way, this study can also be implemented in male schools and other educational grades.

The purpose of this research was to analyze the content of Persian books to be read in elementary school from the point of view of the amount of attention paid to hope and its components. The research method was descriptive and content analysis type. According to the research done and the results obtained about the important role of hope in the important dimensions of life, it was found in the investigations that Persian books of the elementary period have not been analyzed by any researcher in terms of hope and its components. It has not been analyzed and it is necessary to analyze these books from different aspects so that the planners and policy makers of the educational system can make possible revisions in the future with more peace of mind and confidence based on the results of the researches.
 With this description and with regard to the mentioned cases, the purpose of the present thesis is to analyze Persian books from the point of view of the degree of reflection of hope and hope and its components, and in order to achieve this important goal, the following questions will be asked and we will try to answer them: What are the important components of hope? How is the level of reflection of hope and its components in the Persian books of the sixth grade?
The statistical population was elementary school books, which were selected based on purposeful sampling (according to the objectives of the lessons) of Persian books to be read in the six grades at the beginning of the year 1400, which consists of 715 pages. The selection of key words, i.e. the components of hope, was based on Snyder's theory of hope, and to determine the reliability of analysts' views regarding the components of hope in the content of textbooks, the P. Scott method was used, which is known for intra-subject agreement. The rate (0.85) was obtained, which is a high coefficient. The data obtained from the analysis of the content of the components of hope have been analyzed in the form of descriptive statistics using the three stages of Shannon's entropy. The results and findings of the qualitative part of the content analysis showed that the 5 components of hope based on Snyder's theory of hope, which are emphasized in most sources and texts, are: having a goal, the power to find a way with planning (passage thinking), the power of will (active thinking), identifying obstacles to achieving the goal and the power of patience and persistence (resilience).
After collecting the necessary data and information, Shannon's entropy method, which is used in quantitative content analysis, has been used to process the results. Based on Shannon's entropy method, let's read Persian books, the six elementary grades from the point of view of 3 respondents and 5 components of hope have been classified and based on the following steps:First step: Normalizing the frequency matrices of the table.
Second step: The information load of each category was calculated and placed in the relevant columns.
Third step: Using the information load of the components, the importance coefficient of each component is calculated, and any component that has more information load has a higher degree of importance.
And in the quantitative part of the content analysis that was done with Shannon entropy, among the 5 studied components of hope, the component of having a goal with the amount of information load of 0.7923 and the importance coefficient of 0.2009 received the most attention and the component of the power of patience and stability (resilience) with The amount of information load of 0.7940 and the importance coefficient of 0.1992 has been given the least attention. And finally, the findings of the amount of reflection of the components of hope show that this amount of attention is unevenly distributed. This means that some components have been given relatively enough attention and others have not been given much attention, and this imbalance is quite noticeable in the lessons and sections of the book and among the basic books.
According to the research done and the results obtained about the important role of hope in the important dimensions of life, it was found in the investigations that Persian books of the elementary period have not been analyzed by any researcher in terms of hope and its components. It has not been analyzed and it is necessary to analyze these books from different aspects so that the planners and policy makers of the educational system can make possible revisions in the future with more peace of mind and confidence based on the results of the researches. Bearing in mind the research results that emphasize the mutual effects of the components of hope, it is of great importance that setting important goals leads to increased motivation and this motivated motivation in turn may help to find a way out.
Although there is hope in humans from the moment of birth, it is not inherent, but acquired and learned, and this can be done through education, especially through textbooks and their content. Therefore, it is very important and fundamental to mention that textbooks and their content as an informative agent and tool can play a very important role in learning and learning hope.
Therefore, according to the contagious nature of hope, which has been pointed out by the researchers, and the fact that adults play an important role in the hopeful thinking of their children, and today's generation is able to fight tomorrow's problems by teaching and learning about hope. The important role of education and the content of textbooks are emphasized again. Based on the research results, hope is introduced as a positive psychological theme, so the text and content of books should be emphasized as an important source for teaching hope, especially during primary education. Because the words and sentences that we use in our daily life to refer to hope indicate that hope is a gift that can be created, exchanged or received in schools and classrooms during education.

Learning environments are considered to be one of the most basic factors of effective learning. With the advent of the 20th century, the nature of these environments has undergone fundamental changes and transformations (Moradi, Fazeli & Hoseni, 2021). In the past decades, when the volume of information was more limited, the methods used could easily help to remember and link information to each other and create new findings. But now that the amount of information has exceeded the previously limited boundaries, traditional learning methods cannot be less effective for the current amount of information (2022, Banks & Kay). This is despite the fact that in recent years, the introduction of the Internet into education changed the attitude and expectations of physical learning environments. Gradually, the learning environment will develop as future schools as lifelong learning centers (2021, OECD). On the other hand, it can be said that technological developments created a new learning environment that has non-physical dimensions. Internet; This environment can be accessed from anywhere through tools such as computers, tablets or smartphones (Mäkelä, Fenyvesi, Kankaanranta, Kenttälä, Merjovaara, Mäki-Kuutti, & Pavlysh, 2021). Therefore, in the present time, according to these developments, one of the most important things that should be paid attention to in learning approaches is the creation of attractive learning environments. This action can be achieved through the use of audio and video technologies as well as the use of concrete examples of content (Li & Huang, 2017). Therefore, to achieve greater effectiveness in learning outcomes in learning environments based on mobile technology, it is necessary to adopt and implement the best approaches that create attractive learning situations. In this regard, according to the successful experiences obtained from the implementation of the reverse approach in different countries, it is necessary to examine the components of this approach in our country in order to check the possibility of implementing this approach in mobile learning environments, so this research aims to The identification of the components of the learning environment based on mobile technology for the implementation of an effective flipped class has been done in a central research method. The current research was conducted qualitatively with a mixed research approach. In this research, after coding and selecting the main categories, in the next step, a combination of these categories was done, which led to the design of a conceptual framework in the field of mobile learning based on reverse learning. The selected statistical population includes researches conducted in the field of mobile learning based on reverse learning, and the criteria for entering the research was to be related to mobile learning, reverse learning, Persian and English from 2013 to 2023. The databases from which these articles were selected are: Mag-Iran database, Normagz, Civilica, Humanities Research Institute, Iran Profile and foreign databases Scopus, Science Direct, ProQuest, Eric, Springer and Google Scholar from 2013 to 2023. AD was for foreign research and 1391 to 1401 for internal research. Data analysis was done using inductive qualitative content analysis and thematic analysis, and after defining the analysis unit, categories were defined and the categories were coded, and after coding all the categories, the codings were evaluated and the data was extracted based on the coding. In this stage, 25 open codes were selected and in the last stage, which is the selection of the main (core) categories, 9 core categories were selected. After analyzing the articles, from the total information collected and coded, close categories were placed in a main category. In this stage, 25 codes were re-selected, and in the last stage, which is the selection of main (core) categories, 9 core categories were selected. The components of the mobile technology learning environment for implementing the flipped class include 9 main components (core category). The first component of training content: includes the content of reverse learning training. The second component of learning methods including learner-centered experiences, learner activity, interaction with others, involvement, cooperative and team learning. The third component of information sharing: includes sharing and publishing information. The fourth component of content production: by the teacher including the ability to produce educational content, the skill of working with video production software. The fifth component of educational goals: including general and partial goals. The sixth component of learner evaluation: axis including task-based evaluation, evaluation based on real experiences, activity-based evaluation, self-evaluation. The seventh component of transferring education outside the classroom: including pre-class preparation and transferring lectures outside the classroom. The eighth component of mobility and portability: includes the sub-components of portability, expandability, mobility, portability, ubiquity. The ninth component of technological support: includes sub-components of technical issues, equipment, internet connection, infrastructure, technology and tools, technological gap, user interface. According to the results of the present research, it is suggested that teachers and professors design educational content in such a way that it can be taught in this approach to implement the flipped class based on mobile technology. It is also necessary to provide training and empowerment courses for professors and teachers in the field of using applied software for content production. It is also suggested to provide the necessary technological platform for the reverse learning environment in schools and universities. One of the limitations of the research is that the components of the learning environment based on mobile technology have not been externally validated in order to implement an effective reverse classroom, and external validation is necessary for its application.

The purpose of this study was to investigate the main characteristics of the Lesson Study process in order to improve the teachers' capabilities in the implementation of curricula in the elementary school. The approach of qualitative research was inductive content analysis with an emphasis on self-understanding. The participants were female student-teachers of Farhangian University of Shahid Motahari in Khoi city in the academic year of 1400-1401, 18 of them who had the experience of working in the research and professional development curriculum 3 (Lesson Study) and internship 4 (Lesson Study in the classroom) They were selected with the purposeful sampling method of the index sampling type. In the data analysis stage, 296 primary themes were extracted from the total interviews and in the next stages, the number of components was reduced by removing similar and close themes and finally 9 main themes, 25 secondary themes and 177 primary themes were obtained. To ensure the accuracy and validity of the obtained findings, the text of the interviews was simultaneously examined and described more deeply during the implementation of data collection to obtain more real concepts and meaning. Also, the interviews of individuals were reviewed and analyzed and created themes by the researcher himself on several occasions. In order to determine the stability and reliability of the obtained data, two people worked simultaneously and in parallel in the process of coding and analyzing the data, and the results of the coding work were compared and the most appropriate concepts were selected.The findings of the research show that the indicators of synergistic, synthesis, research, self-education, teaching discourse, metacognition, problem-oriented, teaching feasibility and bio-education provide a framework for the Lesson Study activities of teachers, with which it is possible to better implement the content of curricula. will be In fact, framing in Lesson Study specifies the process of teaching implementation in different situations And creates the awareness that teaching is influenced by the planned activities of teachers and their background factors, and the implementation of curriculums should consider the realization of the educational goals of the developed content as dependent on the skills that provide the platform for their growth and development. In other words, Lesson Study as a process activity of the teacher-researcher tries to develop the curriculum and its related elements through a systematic approach. In other words, each of the elements of the curriculum is affected by the activities related to Lesson Study, in such a way that considering Lesson Study as a research activity in teaching, all the things before, during and after teaching are affected by the quality of the implementation of these activities. Also, on the other hand, Lesson Study by analyzing each of the curriculum elements and evaluating how they are implemented in educational practice or learning situations, emphasizes their compliance with the three sources of the curriculum (subject matter, learner and society). This type of research, by determining the nature of educational concepts based on three sources of the curriculum, predicts and provides the type of content presentation that is appropriate to the level of students' activity and how to learn it, so that in line with the implementation of the curriculum, by evaluating the teacher's qualifications, subject matter, Learner capabilities and implementation conditions determine the responsibility for how students learn course material. In this situation, it becomes important to choose a teaching method that can advance the goals of the curriculum in accordance with the structure of courses, the needs of the society, or the interests and abilities of the learners. The capacity of Lesson Study in improving curricula is based on the structuring of teaching as a whole for its better preparation in the direction of creating opportunities for learning, which aims to get out of the monotony of the implementation of programs and seeks the sustainability of lessons learned. In connection with the primary school curricula, it should be said that the optimal implementation of Lesson Study  and coordination with the objectives of this course is to emphasize the achievement of the type of implementation of programs that will be the motivation and stimulus for more involvement of students in cognitive, attitudinal, and skill areas, and this way of thinking is also It is related to the optimal balance between the macro level and the micro level of the curricula, in the sense that by This means that by specifying the source of the curriculum, the teaching researcher should guide the implementation process of each of the components of the programs in line with the defined goal to the compatibility of the curriculum elements with the goal derived from that source.In general, Lesson Study  specifies the approach to the implementation of curriculum according to the nature of the thoughts that it acquires in the way of teaching, and by using the original understanding of the educational realities of students, it emphasizes how and the quality of teachers' adaptation to these conditions. Quality that curriculum improvement is done by organizing the micro level with the macro level and leads to the creation of a balanced curriculum that can meet the needs of stakeholders and educational audiences. It can be said that Lesson Study as a tool for implementing curricula seeks the quality of the implementation process in the framework of engineering teacher activities, in other words, the indicators obtained show that by drawing such elements in Lesson Study, the conditions can be prepared for the implementation of programs. Therefore, by analyzing the situations before the implementation of the curricula, the teaching researchers standardize these situations with what is intended by the teachers and try to provide the platforms for the implementation of the curricula through Lesson Study. In this situation, what is observed is that Lesson Study is not only about how to teach, but it is about harmonizing this process with the content of the curricula and their mutual compatibility with each other in order to help implement the goals through the programs through the construction of a suitable combination. In other words, Lesson Study is proposed as a catalyst (accelerator) in the teaching of curricula by teachers, which realizes the sustainability of learning by accelerating the process of exploration in lesson conceptualizations.Therefore, this research process instills a mindset to teachers in which teachers view teaching and curriculum in an integrated framework and transform the theoretical foundations of the content (curriculum) into its practical foundations (teaching), in the sense that Functionalization of theoretical ideas is provided through implementation in classrooms, depending on the process of studying and examining how to present curricula and the nature of assignments. As a result by drawing the framework of Lesson Study components, it is necessary to provide the ground for the purposeful connection of this process with the elements of the curricula in order to create a suitable balance in the estimation of the design of the curriculum levels and the conditions to achieve the desired implementation of the programs and achieve the expected results.

Nomadic societies are subcultures that possess their own distinct social and economic characteristics. These groups rely on livestock for sustenance and income, and they also contribute to the overall development of their nations. However, nomads often face marginalization and lack access to essential services such as healthcare and education. The nomadic way of life poses significant challenges to the education of their children, as they are often tasked with tending to animals instead of attending school. The global nomadic community is currently undergoing a transition due to factors such as population growth, government policies, and globalization, which have made it increasingly difficult to maintain the traditional nomadic lifestyle. Unfortunately, nomadic groups are largely overlooked in education policies and services, despite the fact that education is recognized as a fundamental aspect of their overall development by UNESCO. Consequently, the education of nomads remains a pressing concern, as they are among the most disadvantaged groups in terms of educational opportunities. Numerous studies have highlighted a significant disparity in learning outcomes between children in urban and rural schools in China. This discrepancy can be attributed, in part, to the limited economic and cultural development in rural areas, resulting in reduced access to reading resources that foster skill and ability development. Research findings consistently demonstrate that extracurricular study resources are severely limited and inadequate in rural areas.  To address the issue of limited access to appropriate reading resources in rural-nomadic schools, an action research project titled "Books in Rural Libraries and Home Bookcases" was initiated by a team of educational leaders. This project spanned two years and involved two educational leaders with six years of experience in educational leadership, as well as an education expert from the city. The team focused on establishing intra-school and rural public libraries as practical solutions. The project was founded on a collaborative partnership involving school libraries, rural families, government libraries, and city cultural groups. The research team continuously updated the project's development plans and collected data throughout the action research process. The primary objective of this study was to create a conducive learning environment in rural-nomadic areas to ensure universal access for all children. The outcomes of this research can contribute to the development of reading and study skills among children in nomadic schools, as well as expanding library resources in rural areas and reducing the disparity in reading abilities between urban and rural children. The literacy rate among children in rural-nomadic and underdeveloped regions remains significantly lower compared to urban children.
To create an inclusive study environment for rural children, a three-step, two-year practice framework was designed and evaluated in this study. The action research circles involved two public libraries, four primary schools, and 37 families residing in nomadic villages within Piranshahr city. Following the action phase, the researchers regularly visited four rural and nomadic schools to assess progress and identify learning outcomes. At the conclusion of the study, interviews were conducted with two librarians from public libraries, six principals, twelve teachers from rural primary schools, twenty-four rural children (including seven exceptional readers), and five parents of high-achieving students. Through analysis and coding of the interviewees' statements, several factors were identified and categorized. The participating parents highlighted the importance of interpersonal and communication skills, with emphasis on passion, emotional connection, and reading abilities. The participating children demonstrated the significance of academic and life skills, focusing on academic interest, performance, satisfaction, and social cohesion. The participating teachers and administrators emphasized the effectiveness of school activities, student satisfaction, availability of diverse resources, and a conducive learning environment. The librarians from public libraries underscored the importance of effective libraries, virtual libraries, and the development of rural culture, all of which have a positive impact on improving the reading environment. Based on the research project's positive impact on rural areas, five key strategies were identified to guide future actions for libraries and other sectors in fostering children's literacy. However, the success of this research project in enhancing reading literacy among rural children hinges on two factors. Firstly, it relies on the presence of a local community library with librarians who are both educated and committed to public welfare. Secondly, it requires a local elementary school led by a principal who shares the project's goals and is dedicated to cooperation in its implementation, particularly in improving the reading environment.
The selection and allocation of books for this project should align with the specific needs of rural children. An elementary school teacher, interviewed as part of this study, expressed that when the school received books donated by the research team, the children exhibited excitement and exclaimed, "We have new books to read!" While books and shelves provide physical environments for reading, creating a stimulating reading experience necessitates learning environments that actively engage students, such as through the design of reading activities. To ensure sustainable development, ongoing support should be provided following the distribution of books in public, school, and home libraries. This support can take two forms: first, the provision of professional guidance during field visits; and second, extending the reach of reading from school to the home, as demonstrated in this study by rewarding exceptional readers and establishing a connection between books and improved relationships between children and parents. Books enriched the inner world of underprivileged children, to some extent compensating for parents' absence and inability to assist with daily matters. The success of this research project in enhancing reading literacy among rural children depends on two factors: first, the presence of a local library with educated and dedicated librarians committed to public welfare, and second, a local elementary school with a principal who shares the project's goals and is willing to cooperate in improving the reading environment. The selection and allocation of books for this project should be tailored to the specific needs of rural children. In an interview, an elementary school teacher shared that when the school received books donated by the research team, the children were excited and exclaimed, "We have new books to read!" While books and shelves provide physical environments for reading, it is important to create engaging learning environments that actively involve students, such as through the design of reading activities. To ensure sustainable development, ongoing support should be provided after the distribution of books in public, school, and home libraries. This support can take two forms: first, offering professional guidance during field visits; and second, expanding the reach of reading from school to home, as demonstrated in this study through the recognition of outstanding readers and fostering stronger relationships between children and parents. The presence of books enriched the inner world of underprivileged children, partially compensating for parents' absence and their inability to assist with daily matters.

Virtual space is like a double-edged sword and a double-sided coin, which is neither absolute good nor absolute evil. Unfortunately, in the current era in Iran, due to many reasons, such as lack of attention to planning, policy making, and action in virtual space, the positive and constructive opportunities of this space   has not been used well and the damage caused by this space is spreading rapidly. Considering the ease of access to the virtual space and the virtualization of education in the era of Covid-19 and the fact that the media literacy of students is much higher than their parents, therefore, we cannot control and monitor students by force, threats and limiting programs children like. The evidence indicates that the best program for students is to teach them how to use virtual space and self-care, which is also introduced in the Holy Quran as the best way to save oneself from sins, self-calculation or self-care. Students' self-care in the cyberspace includes an inner feeling and holding force in the students that makes them monitor their actions and behavior in the cyberspace. Our society is in the most severe need for the growth and education of students in the field of self-care. One of the components that cyberspace strongly affects is the health of students. But according to the definition of the World Health Organization that health means the complete social, mental and physical well-being of a person and not only the absence of disability and disease, so we must pay attention to the mental and social health of students in the virtual space at the same time as physical health.  Life Satisfaction is another component that decreases due to improper use of virtual space. Life satisfaction is the process of people's judgment about themselves. In this process, people measure the quality of their life according to their unique criteria, and it is necessary to have an effective, useful and satisfying life. This judgment process includes a comparison between a person's hypothetical standards and his goals and aspirations with his real life, and the closer his real life is to these hypothetical standards, the more satisfied a person feels with life, and vice versa. It is also mentioned in the Quran that students start taking care of their soul, tongue and all their parts and organs from almost the second year of elementary school and without the need for adults to calculate their actions, they calculate their own soul and h/she is responsible for his/her soul and his/her actions and fights with the air of the soul and achieves self-care so to speak.  Researchers conducted in connection with life satisfaction among students have shown that the satisfaction and positive perception of life in the age group of students is completely different from other age groups. Anxiety, hopelessness and depression are among the undesirable effects of dissatisfaction with life, which will result in the reduction of social trust, social participation and cooperation. Also, the research results indicate that students who use cyber space incorrectly have low life satisfaction and also this group of students have low self-esteem. In general, considering the vital use of virtual space in today's era, especially considering the virtualization of education in the Covid-19 crisis and the ineffectiveness of negative and positive policies, programs should be designed in which the students themselves are involved and instead of controlling the students, it causes their inner transformation. Therefore, the current research was designed and implemented with the aim of the effectiveness of teaching self-care to students in virtual space on health dimensions (mental, social and physical) and satisfaction with personal life of students of the first secondary level of Boukan. The research method was semi-experimental and pre-test-post-test with a control group. The statistical population included all the first grade high school students of Boukan in the academic year of 1401-1400, among them, 72 people were placed in two experimental and control groups (36 people each) by means of purposeful and cluster sampling with random replacement. Research data were collected using the Goldberg & Hillier (1979) health questionnaire and the Hubener (1994) student life satisfaction scale. Data analysis was done using spss software. The results of multivariate covariance analysis showed a significant difference between the experimental and control groups in terms of health (P≥0.01), which is the result of self-care training for students. Therefore, in today's world, with the progress of communication and the ease of access to the virtual space, self-care and participation of the individual seems to be necessary. Because external care has a temporary effect and people take care of themselves due to a kind of external motivation and in some cases it has lasting effects, but self-care causes a kind of internal motivation and lasting commitment in a person. Also, self-care enables a person to maximize their performance and participate to the best of their ability in family, school, work and social life. Also, the results of univariate covariance analysis showed a significant difference between the experimental and control groups in the variable of satisfaction with students' personal life (P≥0.01). Self-care includes purposeful, conscious, acquisition actions that individuals do for themselves and even their families to stay healthy and well, to take care of their mental and physical health, to meet their social and psychological needs, to be safe from accidents and illnesses, and to In general, they always seek to feel satisfied with life, because self-care obviously leads to personal skills and increased efficiency, and it causes people to have better and higher supervision and control over their personal lives, and to become capable, self-efficacious and highly agency people.    In the end, according to the results of the research, it is suggested that the government should take steps in the field of self-care education for students and increase the cyberspace literacy of the society, instead of spending a lot of money on filtering and other policies. It is also suggested that teaching classes at the school level and the views of trainers and counselors be changed from self-care to self-care, and the subject of self-care should be included in the curriculum of all levels of education.

Aiming to promote the creativity level of 9th grade Iranian high school pupils, the present study was conducted by using the great potential of the action research method. For this purpose, three independent and related measures were utilized to investigate the effectiveness of designed interventions and the variability of pupils' creativity. Torrance's creativity questionnaire was used to collect data from a girls state high school in Qazvin city.
Moreover, the analysis of weekly notes and observations indicated that students' creativity has been improved in the studied components. In general, the results strongly suggested that the action research method can be used to change and improve educational environments and especially to improve the performance of human agents.
TRIZ, the theory of inventive problem-solving, is recognized as one of the most effective tools for envisioning engineering designs and solving difficult problems. The importance of triage has been confirmed in various fields where its applications induce excellent results (Sheu et al., 2020).
Work and technology courses have been included in the official education system of the country since 2013. According to the country's need for jobs and technological skills, education has adjusted the course of work and technology (Abolhasani and Safai Movahed, 2018). Cultivating creativity creates the confidence that the society can make better use of its human resources and talents in that society. Creative ideas are often found among the strange and unexpected emanations of our minds. The creative mind thinks differently and moves in inexperienced and unusual directions. As well as, a creative person can interpret to think from one dimension of the subject to other dimensions and, as a result, produce various and varied ideas. Technological training, work and skill training will lead to personal progress, increase in productivity, participation in social and economic life, reduction of poverty, increase in income and development. In today's era, with the increasing momentum of the job-seeking population, businesses will survive if their owners have enough creative ideas in producing and presenting their products to customers. According to this principle, fostering students' creativity will be effective in their future career success. Researchers have tried to improve the dimensions related to the problem by involving students and choosing to provide solutions and implementing them step by step in a 5-month process. For this purpose, the following questions were asked:To what extent is the creativity of students in interpersonal interactions and doing group work in ninth grade students?
What changes have students' creativity undergone after the interventions made by researchers?
In this regard, 31 pupils relevant and interested in the research were selected after constellation by school's executive officers. Then three main and effective solutions, taken on the basis of TRIZ, the theory of inventive problem-solving, is recognized as one of the most effective tools for envisioning engineering designs and solving difficult problems, were considered to improve the level of creativity of pupils. The process of all three interventions in this action research is presented as independent but interrelated cycles. Each cycle includes 4 levels of planning, action, observation, and reflection. In the planning stage, an attempt was made to determine the field of study, and after the necessary coordination with the high school administration, the documents that helped to clarify the current situation were examined. In the following, an action research plan was formulated, and in this plan, three actions were taken.
Since action research requires the effective participation of relevant and interested people in the research, we tried to get the favorable opinion of the school's executive officers and students by stating the necessity of implementing this plan. For this purpose, a briefing session was held to provide the basis for the implementation of optimal measures at the level of each class.
In the following, the main aspect of the uncertain situation was selected for action research. Among the solutions that were proposed to improve the level of creativity of students, three main and effective solutions were considered. In the initial state, the pre-test was held. Then, according to the plan, 3 measures were taken according to the condition of the participants. After the end of the actions, the post-test was held. In this way, 2 sets of data were collected. Correlated t-test was used to analyze the data. This test is used to determine the difference between the dispersion of scores of correlated groups (Zare, Talebi and Saif, 2019, p. 132).
Initial introduction to motion graphics: The principles of Terez along with their examples were prepared by the researcher in the form of attractive motion graphics and were given to the students in the class to familiarize themselves with Terez in general.
Podcast of creative engineering stories: Creative engineering stories were prepared as a podcast, and a podcast was broadcast every session and the students were taught the basics.
Asking the students to do homework: After listening to the podcast, the students were careful in the surrounding environment and prepared examples for the principles. Then, for the next session, they would present the principles and examples they had found to their teacher in the form of flash cards that were also visually beautiful. Measurement in the initial state: by means of by Torrance's creativity intelligence questionnaire, a pre-test was performed in the initial state and in order to enter the data into the SPSS software, the questionnaires were saved. Measurement after successive actions: after the actions taken, the students completed Torrance's creativity questionnaire in the framework of the post-test. Questionnaire sheets of stage 2 were also collected and archived. Crediting Validation of the solution means carrying out an activity during which the researcher ensures the effectiveness of the solution he has chosen (Seif Elahi, 2017, p. 100). For this purpose, four validation methods were used in action research such as self-validation, validation by colleagues, academic validation and popular validation (Qasmi-Poya, 2011, pp. 122-123).
In the initial state, the pre-test was held. Then, according to the plan, three measures were administrated. After the end of the actions, the post-test was held. To analyze the data collected, a correlated t-test was used to determine the difference between dispersion of the scores of correlated groups. Because the calculated significance level of total creativity variables, flexibility, and expansion subscale is smaller than alpha 0.05, we may claim with a probability of 95% confidence that the level of total creativity and subscales of fluidity, flexibility, innovation, and expansion variable, there is a significant difference between trained and untrained pupils.

The present study was conducted to investigate the relationship between elementary students enjoyment and interest and their lack of boredom in mathematics and teachers' understanding of new teaching methods based on play and fourth grade elementary mathematics.One of the most important issues that turns a math classroom into a dry, soulless and boring classroom is the lack of joy and happiness in it. In the dry atmosphere of the math classroom, without pleasure and happiness, students will not show interest in learning concepts and we will witness their truancy and academic failure. In such a situation, we see that most of the students hate mathematics and do not show any desire to learn, and as a result, mathematics class seems very boring to them, and this is while it They enter the school and classroom with enthusiasm, but after a while this enthusiasm becomes routine. A student who was a questioner in the beginning becomes a passive and receptive student and all this is due to the lack of joy and excitement in the classroom. Today, mathematics has a special place in educational planning and plays an important role in measuring the level of progress, especially for determining the level of entry into the special programs of university entrance exams. Also, mathematics is considered as an important qualification for students who seek to obtain scientific and technical jobs at the university level. Every student in school may feel bored and anxious at times, but sometimes this problem is so much that it affects academic performance, especially it prevents students from succeeding in exams.In general, researches in recent years have shown that unreasonable math anxiety (morbid anxiety) by creating serious cognitive and educational obstacles in learners, while causing them to suffer from intellectual stagnation and lack of reasoning abilities, causes a weakening of self-confidence. It provides math in them and by creating a negative attitude, it strongly affects the performance of students' math progress.The factors of the educational environment, such as the teaching method and classroom management adopted by the teacher, play a big role in the formation of math anxiety and the negative attitude and burnout of students towards math. Therefore, teachers should pay attention to choosing appropriate and new educational methods, especially game-based and mathematical methods, and encourage active learning and participation of all learners in the classroom. In fact, the goal of teachers should be that in the classroom, the learning process is more important than its result. In other words, the new approaches based on games and mathematics, which emphasize more on communication, problem solving, improvement of interpersonal relationship and the spirit of cooperation, are effective in creating a positive view of mathematics and the academic progress of students, and due to the game mode, it leads to Students' enjoyment and learning become better and deeper.By using happy methods and creating pleasure in the course of education and educational planning of learners, in addition to creating a satisfactory environment for students, it is possible to deal with many other problems such as excessive absences of students. , tardiness, boredom and boredom in the classroom, physical and mental diseases and finally tackled the issue of academic failure and an environment that has more effective learning facilities should be considered for students. Therefore, it seems necessary to pay attention to the effect of enjoyable methods in the educational planning of different academic courses.Research methodology was the current research is of a semi-experimental type and in it a pre-test-post-test design and follow-up with a control group was used. The statistical population in this research included all 368 fourth grade male students in Ardabil city in the academic year of 1400-1401.Considering that the current research design was semi-experimental and the sample size in semi-experimental designs is recommended to be at least 30 people in each experimental and control group (Delavar, 2012), therefore the current sample size is equal to that in each group. 22 people were selected. Which is equal to 44 people in both groups. The sampling method in this research was random and staged. In this way, one school was randomly selected from among the first secondary schools of Ardabil city, and one class was randomly selected as the experimental group and another class was randomly selected as the control group from among the fourth grade classes of this school. became In the same and simultaneous conditions, the pre-test related to the Shokarani Math Anxiety Questionnaire (2008) and the Oxford Happiness Questionnaire (1989) were administered to both groups. After that, the students of the experimental group were taught mathematics based on games and content creation in math class (Mohammadpour and Rabbani, 2014) by means of selected games, which were conducted in 6 sessions of 60 minutes (one session of 60 minutes each week) minutes) took place. After that, the students of both groups were given a post-test, and one month after the post-test, in order to ensure the stability of the findings, the post-test was re-tested and the data were collected using the software SPSS was analyzed. In the present study, math education through games were considered as independent variables, and math anxiety and happiness were considered as dependent variables. The subjects in the test and control groups were evaluated in two stages as follows: A- Conducting a pre-test before applying math education in a game way. B- Conducting a post-test after applying math education in a game way. In this research, according to the research concepts and variables, the data collection tool was Shokarani Math Anxiety Questionnaire and Oxford Happiness Questionnaire.The data were analyzed using analysis of covariance. Findings showed that teaching with play method has an effect on mathematical anxiety (F: 38,23, P: 0.001), pleasure and happiness (F: 54,80 P: 0.002). By examining research hypotheses and methods of multivariate covariance analysis and one-way covariance analysis, inferential statistics were used to compare these averages and the results are presented below. The use of parametric tests requires the observance of several basic assumptions, which can be used by observing the assumptions and confirming them. Given that the methods used in this study, multivariate covariance analysis and the covariance analysis is one-way. These presuppositions include the placement of the dependent variable at least at the distance/relative level, the normality of the distribution of the dependent variable scores, the homogeneity of the variances, and the equality of the covariance matrices. Since the type of questionnaire used in this research, it is a Likert scale, so all the dependent variables are at least at the level of the interval scale. In this section, the results of the hypotheses are presented as follows: To obtain the results of one-way covariance analysis, Pillai's effect, Wilks's lambda, Hotelling's effect, the largest error root were used, the results of which are given. All four reported tests are used to check the significance of multivariate analysis of variance. As we know, the most widely used test that is presented in most reports is the Wilks's lambda, and the most powerful test that is resistant to defaults is the Pilai effect. When all the conditions are met and the sample size is also being equal, the results of all four tests are similar and close to each other. This result showed that all educational activities have a significant impact on the growth and development of students' talents and abilities. Mathematical concepts are one of the most effective teaching materials in this course. What is important in teaching mathematics is understanding. Learning and understanding the basic principles of a subject is not limited to learning its general principles, but must have the ability to discover new things and solve problems. Curriculum planning experts believe that the basic principles of the subjects should be presented in such a way that the final discovery of unknowns is made by the student. Playing is one of the most effective and best ways to teach children. The National Council of Mathematics Teachers in America and Canada have emphasized that the best way to teach mathematics is for students to construct mathematical concepts themselves. The game is an ideal option for the interaction between the school and the children's world, and considering that the rate of academic failure in mathematics is one of the common problems of Iranian students in all levels of education, therefore, it is one of the important factors that affect the attitude and performance of mathematics. It is effective for students; we can mention math education through games. The results of the first hypothesis of the research and investigation of the effect of game teaching on reducing exam boredom among fourth grade students in Ardabil showed that there is a significant difference between the test anxiety reduction scores in the post-exam after removing the effect of the pre-exam. Therefore, there is a significant difference between the reduction of exam boredom of students who have been trained with the game teaching method and the students who have not been trained, and this shows that teaching through the game method reduces Mathematical boredom of students has had an effect; in such a way that it had a greater effect on reducing the mathematical boredom of the experimental group.One of the reasons for the low level of happiness in mathematics classrooms may be that the choice of mathematics as a field of study was forced and lack of interest, and this kind of disinterest and fear towards this field shows that this causes May these students experience a range of negative emotions from restlessness and lack of peace to confusion and boredom towards the field of mathematics and achieve less success in this field and this causes them to enjoy less. And the research results are in line with the research results of other authors and that the names of the authors with the title of the article that the results of this research are in line with the results of their research are given in detail in the discussion and conclusion section. All these researches indicate that shows the applicability of play-based teaching to improve math anxiety, increase happiness, and avoid boredom and boredom of students. In a research, he compared the effect of two teaching methods, game-based and traditional, on the motivation and happiness, and as a result, the academic progress of students in mathematics. The results obtained from the data analysis showed that there is a statistically significant difference between the average size and academic progress of students trained with the game method and students trained with the traditional method. Explaining these findings, it can be said that game-based education has a strong and important role in increasing the motivation and academic progress of students, in a research to investigate the role of educational games on learning the concepts of education and comparing math numbers of first grade female students. The elementary school of the city of Ray, they paid. The results of the research showed that educational games are more or less effective on students' learning of math curriculum concepts in the field of numeracy concepts. In the explanation of these findings, it can be said that, since students have a strong interest in the game, then it is possible to convey many lessons to the students in the form of a game, one of these lessons can be the teaching of mathematics. May the application of this method deepen students' learning and help students in consolidating educational materials. Among the limitations of this research, it can be pointed out that it is limited only to math lessons. Also, among other limitations of this research was the lack of cooperation of schools in the implementation of this research. Therefore, it is suggested to promote the improvement of mental health among students and create joy and happiness in school and prevent emotional disorders such as boredom, anxiety, depression Academically, unjustified absences in class used preventive plans to promote mental health, including games. It is also suggested that many workshops and courses be held to raise teachers' awareness of educational games. It is also suggested that special training be provided by experienced and experienced people in education in order to train teachers and those who deal with children more in order to advance the goals of play in children in order to increase social growth and increase happiness. And enjoy, interact in the game with other children.