فصلنامه مطالعات برنامه درسی
پیاپی 35 (زمستان 1393)

Abstract: This study investigates the approaches for teaching and learning Persian language as the official and national language in the educational system of Iran. In this research، approaches and methods of Persian language teaching have been examined for the basic level of language teaching. Hence، only the first grade of Persian language teaching textbook has been studied. First، the purpose of approaches has been expressed and then different kinds of approaches foe teaching Persian language in the history of Persian teaching have been presented. In the next step the methods of teaching the alphabet or signs and symbols of Persian language been reviewed and explained from the perspective of psychology and linguistics for the first stage of teaching and learning Persian language. Finally، some suggestions and recommendations are provided for improving the future methods and approaches.

Abstract: Reading learning is the key to othey kinds of learning because it is the basis for learning most of the lessons and it has more importance in primary education and for bilingual children. This study is an attempt to reveal the effects of Kurdish-Persian bilingual environment on improvement of reading knowledge of forth graders. The samples for this study were selected through cluster random sampling of two groups of sixty monolingual students from Kermanshah and bilingual student from Javanrood¡ Kermanshah¡ Iran. These participants answered international test block of PIRLS 2006. In the next phase the descriptive statistics was used to calculate means and standard deviations and t tests in order to analyze the obtained results. The data analysis indicated no significant difference between bilingual environment and improvement of reading knowledge and students’ performance on understanding literary and informational test block. Therefore¡ the primary school period¡ parents'' literacy¡ and level of textbook study were examined. The final results of this study showed that there was no significant difference between the two groups regarding the primary school period and parents'' literacy¡ but there was a significant difference regarding textbook study with bilingual group having higher performance.

Abstract: The present study aimed to investigate the needs of language learning program for pre-school students studying in a bilingual environment. This study was conducted according to the Klein''s model. The method employed in this study was descriptive statistical method within a survey framework and “important event” was used as the technique for the needs analysis step. The statistical community of the research included 33 pre-school teachers and 73 first grade teachers. The instruments used for this study included researcher-made questionnaire، observation، and interview. The descriptive and inferential statistics were employed for analyzing the obtained data. The results showed that listening from «goals» category; attractive educational activities from «content» category; language knowledge must not depend on education from «children learning activities» category; activity-orientation from «assessment» category; story-telling from «teaching strategies» category; using pictures and related CDs from «learning resources and instrument» category; 30 minutes a day from «time» category; active، pleasant، and safe education environment from «environment» category; and 10 to 15 students in each class from «grouping» category showed the highest priorities among the other needs. Additionally، there was a significance difference between the ideas of pre-school and first grade teachers regarding the «time» category of Klein''s model for need analysis.

Abstract: Evaluation of learners’ cognitive structure is a growing and important part of academic evaluation research. One of the most commonly used methods to measure cognitive structure is concept map-based tests. The purpose of this research is to design، implement، and validate the concept map-based tests in Persian textbooks. First، four types of concept map-based tests (free drawing، the leaded drawing، the free complete، the leaded complete) were presented. The tests were implemented among a sample of 221 students of secondary school students that participated in eight experimental classes in Tabriz، Iran. In the next step، the tests were validated these based on indexes of content validity، criterion validity، and differential validity and inter raters’ reliability. The qualitative findings indicated that the Persian textbooks include the potential for concept map-based tests. The findings also showed that these tests have a high content validity. The results of these tests have different values of correlation (average value of. 50) with multiple-choice tests (criterion validity). Furthermore، the tests detected a difference between high achievers students and low achievers ones (differential validity). According to the obtained results، the coefficients of scoring agreement in concept maps tests were high (inter raters’ reliability).

Abstract: The present study seeks to examine whether the insertion of a symbol for Kasre-ye Ezâfeh in Persian written sequences affects the speed of reading and reading comprehension. Therefore، in order to have a scientific base، some texts containing tatâboɁ-e ezafât were examined by availing from the processing models of reading and parsing principles. The speed of reading of 10 examinees was examined by applying quasi-experimental method and Newton’s Formula. The results indicated the improvement in speed when Kasre-ye ezâfeh was inserted into the text. The lack of this element in the garden-path sentences including tatâbo-Ɂe ezafât brings about some disfluencies; in this case one needs to add reanalysis and repair processes to the parsing. These added processes are the most important causes in the reduction of the speed of reading comprehension because much more time is needed for processing the written sequences. To show this، the phrase markers of some sentences including tatâboɁ-e ezafât were drawn while they were parsed with and without the insertion of the symbol for Kasre-ye ezâfeh to represent the parsing as well as the reanalysis and repair processes iconically. Finally، the sentences in question were studied along with their phrase markers which showed how ambiguity emerged when no symbol for Kasre-ye ezafeh was inserted and how the lack of this symbol distorted reading comprehension and reduced the speed.

The present study aims to investigate the manner of distribution of the keywords in reading and writing textbooks of second grade. This study is conducted within a descriptive and quantitative framework. The results of this study showed that the distribution of the target keywords does not follow a logical pattern. According to the results، the average frequencies of these words were 28. 75% for lessens 1-4، 27. 52% for lessons 9-12 (reduction of one keyword)، 50. 75% for last four lessons (including 23 added keywords). In addition، from 604 target words used in this book. No consistency value was obtained for 8. 04% of the words and 53. 31% of the words were only repeated 1 to 4 times and the remaining words were repeated more than 4 times. The consistency values of the target words indicated that only 30 words appeared 4. 99% in the book and %45. 35 of the words (274 words) merely appeared between 0. 01- 0. 09 times.