hadi ghaderyani; Irandokht Fayyaz; Mostafa Ghaderi; Akbar Rahnama
Abstract
AbstractThe current research aims to answer the question of what requirements the attitude towards knowledge will have for the elements of the curriculum; It has investigated the evolution of knowledge from the point of view of postmodernism withemphasis on Foucault's point of view. This research has ...
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AbstractThe current research aims to answer the question of what requirements the attitude towards knowledge will have for the elements of the curriculum; It has investigated the evolution of knowledge from the point of view of postmodernism withemphasis on Foucault's point of view. This research has a qualitative approach that was conducted with a systematic review method. The research environment (statistical society) was all the writings and articles related to postmodernism, Foucault, and curriculum, which were selected with a targeted sample and Persian and English keywords from 1383 to 1400. Findings: They have shown that in Foucault's postmodernist view, what is in the modern era is neither progress nor a sign of the emergence of a link between knowledge and freedom, as the pioneers and representatives of the Enlightenment envisioned; Rather, it is an ever-increasing link between knowledge and mastery. According to Foucault, no power relationship can be imagined without forming a field of knowledge, and there is no knowledge that does not include power relations. From Foucault's point of view, this reading in the field of curriculum elements leads to results such as paying attention to critical and pluralistic education, considering education Generalization as an extension of disciplinary
shiva jalayeri laeen
Abstract
This research was conducted with the aim of examining approaches and theories supporting indigenous culture. In this regard, first, all research and documents were identified using a systematic review method and then subjected to qualitative content analysis. The results showed that there are three categories ...
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This research was conducted with the aim of examining approaches and theories supporting indigenous culture. In this regard, first, all research and documents were identified using a systematic review method and then subjected to qualitative content analysis. The results showed that there are three categories of approaches in theoretical foundations as factors driving and supporting the localization of curricula, one category having a prescriptive and descriptive aspect and providing instructions in this field to describe curriculum elements such as the learning environment, type of education, student role, etc. The other category has a more justice-oriented perspective that puts the defense of human rights, educational justice, and multicultural curriculum at the forefront of its mission and has appeared in the form of new attitudes in the curriculum. The other category has an ideological perspective and has determined the boundaries for designing an indigenous curriculum. However, in the discussion of the selection and adaptability of the selected theory, it has been determined that the tree theory has the highest compatibility with the indigenous curriculum in the multi-ethnic country of Iran. Therefore, this theory can be used as a theoretical basis that promotes and supports localization and is in line with localization as a support in designing localization patterns for curricula in multi-ethnic Iran.
Akbar Jadidi Mohammadabadi; Fariba Dortaj; Azita Salajegheh
Abstract
The purpose of this research is to analyze the content of Persian books in elementary school in terms of paying attention to the development of students' writing skills and comprehension in order to find out how much these two skills have been covered in Persian books. This research is based on the objective ...
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The purpose of this research is to analyze the content of Persian books in elementary school in terms of paying attention to the development of students' writing skills and comprehension in order to find out how much these two skills have been covered in Persian books. This research is based on the objective of the applied type and according to the nature of the measurement scale, it is of the nominal type. The current research is descriptive-analytical in terms of implementation. The statistical population of this research includes the Persian books of elementary school students (grades 1 to 6) in the academic year 2023-2024. The sample and statistical population are the same. The data measurement tool is the Nahilil content analysis checklist of primary school Persian books, created by a researcher based on the components of writing skills and comprehension. The components of writing skills include passive writing, semi-active writing and active writing. The component of comprehension is reading comprehension, which was analyzed based on a self-made checklist. The result obtained from this analysis can be said that, in general, from the total of available data, the most data is related to written books. The foundation of writing skills and comprehension begins in elementary school. In order to achieve the necessary literacy, In the understanding and understanding of books, reading is more important than understanding the content, and there is a significant difference between the different levels in the amount of written discussion content and comprehension.
leila habibi
Abstract
Teaching as an aesthetic art approach enables educators to appear like an artist in complex classroom situations with a set of practical actions based on individual judgments independent of predetermined order. In fact, the main goal of this research is to use three basic terms in science (system, entropy ...
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Teaching as an aesthetic art approach enables educators to appear like an artist in complex classroom situations with a set of practical actions based on individual judgments independent of predetermined order. In fact, the main goal of this research is to use three basic terms in science (system, entropy and polymorphism) in order to analyze two important issues in the field of education (teaching and curriculum). In the present research, at first, using the descriptive-analytical method, the relationship between teaching and the curriculum and the roles of the teacher in the effective quality of teaching are examined. Finally, the view of entropy is explained in the relationship between curriculum and teaching and the relationship between polymorphism and entropy. The research results indicate that the relationship between teaching and curriculum has negative entropy. On the other hand, the need for multiple roles of the teacher in the curriculum causes this relationship to be called polymorphism. The result of this research can be used in understanding the relationship between teaching and curriculum and teacher's roles in teaching quality.
Fahime Moslemi; babak shamshiri; Amin Izadpanah
Abstract
One of the most serious activities that have been carried out in the field of intellectual skills training is the philosophy program for children. Educational experts consider story as the best prose for establishing communication and a suitable tool for questioning and answering with children and they ...
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One of the most serious activities that have been carried out in the field of intellectual skills training is the philosophy program for children. Educational experts consider story as the best prose for establishing communication and a suitable tool for questioning and answering with children and they believe that children's philosophical mentality is formed through stories. Therefore, the purpose of the upcoming research is to identify the components of philosophical thinking in the Pinocchio book. In order to achieve this goal, the story of Pinocchio written by Carlo Claudi has been selected and analyzed. The criterion of comparison in this research is based on the components of philosophical thinking from Lipman's point of view, which is divided into three dimensions of critical, creative and caring thinking components. Then, according to the theoretical framework, and using the method of comparative content analysis, the components of philosophical thinking in the story have been identified and analyzed. The findings of the research show that this story has a suitable capacity from the point of view of the components of philosophical thinking, and the presence of these components is evident in it. In this way, this story has more richness in the dimension of creative thinking compared to the other two dimensions, i.e. critical and care thinking. In this context, it can be said that originality and perspective play a more important role than other components of creative thinking. At the same time, this story is also rich in critical thinking and care components.
Mahdiyeh karimi
Abstract
The purpose of this study is to prioritize the most important indicators and components of competency-based curriculum models. the most important issues in the field of curriculum is the design and presentation of competency-based curriculum model, so that many thinkers and researchers have theorized ...
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The purpose of this study is to prioritize the most important indicators and components of competency-based curriculum models. the most important issues in the field of curriculum is the design and presentation of competency-based curriculum model, so that many thinkers and researchers have theorized in this regard and have presented several models with different and sometimes common components and characteristics. Given the multiplicity of models presented with the breadth of features and components in each of them, identifying, evaluating and prioritizing these models in terms of better application and effectiveness is a very difficult task. Therefore, reviewing and prioritizing the most important characteristics of these patterns and identifying repetitive components that indicate the importance of that component can be very important.Therefore, in this study, using a comparative and descriptive-analytical approach to study, identify and evaluate the components of the four competency-based curriculum models proposed by Chadha (2006), Ryan (2011), Dilmore et al (2001) and Richards (2013). Findings showed that the most frequent and priority features and components in these patterns are the components of education, teaching methods and evaluation. Components such as examples of competency and the learning process are also in the next priority What was found from the research findings was that common and repetitive features and components have a higher determinant role than less repetitive components and features, so the use of repetitive components in future proposed models can have more favorable effects in the field of competency-based curriculum.