نشریه پژوهش و نگارش کتب دانشگاهی
سال بیست و ششم شماره 2 (پیاپی 51، پاییز و زمستان 1401)

The components of the higher education system can be divided into learner, teacher, educational structures and content.Meanwhile, university textbooks have a special place in education due to their role as an intermediary between professors and students. Considering the importance of textbooks in the transfer of knowledge in all its components this article, using the content analysis method, analyzes academic textbooks in the field of history in terms of their attention to the criticism of sources according to the methodology of historical criticism of sources. Since the SAMT organization is in charge of composing and publishing university textbooks in Iran, the books published by this organization were examined as university textbook resources in the field of history. The results show that among the 38 book titles related to the curriculum, only in 10 book titles, a chapter or a section has been used to introduce and criticize historical sources. Among the books and pages that introduced and criticized the sources, only two books entered the topic of source criticism and the rest were only limited to the introduction of sources.For this, it seems that in the history textbooks, not much attention has been paid to the criticism of sources, and this can have a negative effect on the students' critical thinking skills and active and questioning approach to historical sources. Therefore, it is suggested that in writing history textbooks, a chapter should be allocated for the criticism of sources based on historical criticism, along with the criticism of some historical narratives.

When curricula being enacted are exposed to systematic scrutiny, they unveil their strengths and weaknesses to curriculum planners. With this in mind, the present qualitative documentary analysis has aimed at uncovering any possible limitation of the revised curriculum of ELT at bachelor-degree level having been announced as required to take effect since the outset of 1400 in all Iranian universities (save Farhangian University having already developed its own curriculum). The research has examined existing policy documents on the level of intended curriculum in the form of a Ministry of Science, Research and Technology text lacking in sequencing of subjects, as well as that of the curriculum being enacted in the form of sequenced charts of subjects by the university departments. Close reading of the Ministry document showed, from the perspective of intention, the curriculum contains shortcomings such as having unnecessary multiple and at times inaccurate equivalents for identical concepts in the title of subjects, paying undue attention to the dynamic nature of ELT both nationally and internationally, which is evident in the form of exclusion of a set of content and competencies required of teachers to perform at their best, and being blind to the cognitive difficulty of other subjects. Additionally, a reflection on the sequencing of the courses revealed weaknesses, including lack of attention to issues of course requirement and inappropriate sequencing of subjects in terms of time and content. In line with the findings, suggestions for redressing such imbalance and improving the quality of the curriculum are given.

The purpose of the current research was to evaluate the degree of coherence and adaptation of the intended, implemented and acquired Islamic ethics curriculum in universities.The research method in the intended curriculum was content analysis, which matched the objectives of the Islamic ethics textbook (basics and concepts) with its upper objectives, i.e. the title approved by the Supreme Council of the Cultural Revolution. Descriptive method with observation technique was used in the implemented curriculum and the teaching quality of professors was matched with the prepared checklist.In the obtained curriculum, phenomenology was used with undergraduate students of Qom University, Farabi Campus and Qom University of Technology. To validate the findings, the obtained information and results were sent to the participants, who confirmed the accuracy of the output text.The results of the research showed that although there is an acceptable correspondence between the upstream goals and the intended goals of the book of Islamic ethics (basics and concepts), things such as freedom and discretion, the role of belief and action in the development of individual character and ethics have been forgotten.In the context of the implemented and experienced curriculum, it was also found that the professors taught the content of the book in a problem-oriented, practical and comprehensible manner in the class and shared it, which indicates the appropriateness and success.In the acquired curriculum, interesting and attractive lessons have been provided for students and their morals.