SURVEY IN TEACHING HUMANITIES
Year:2020 | Volume:5 | Issue:20|Papers Count:10

Education is one of the most important elements of human life and it is important to know the factors behind this process. The most important way of knowing about the elements of human education is to analyze the religious and monotheistic teachings sent by the Creator. In the meantime, the Holy Quran with the content of the most authentic religious orders has a special place. The purpose of this study, which was done through content analysis method, was to investigate the educational factors in the Holy Quran from the viewpoint of Mr. Qera'ati in his Holy Quran interpretation called Noor Interpretation. The statistical population of the study consisted of 11 volumes of Tafsir-e Noor all of which were selected as samples. Holistic method was used for validation. The results showed that the basic educational factors are as follows: God's help; Prophets' guidance; Acceptance of repentance; Purposeful migration; proper role models and admiring them, Quranic examples, threat and panic, dictatorship, God's features, Quran and other holy books, Fear and Hope; Inheritance, Parents and Family, Healthy Nutrition and Environment; Material Resources; Worship; Miracle; Human Instincts; Divine Punishment and the destiny of Disbelievers; Prohibition of Evil; observing divine verses and orders; fully awareness, paying attention to the divine gifts, the commandments and decrees of God; the remembrance of the destiny of the ancestors; punishment and encouragement; the jihad; intercession; friendship, interaction with the Righteous; Remembrance of the Resurrection; Belief in the Knowledge and Presence of God in Deeds and Thoughts; thankfulness; Forgiveness and Mercy; Charity; Praise and Prayer; Divine Phenomena; Divine Commandments; divine tests and disasters, following divine orders and Revelation of strong and similar verses.

The importance of the Arabic textbook is in the role it plays in harmony with the other elements horizontally and vertically. Teaching Arabic in Iran has some obstacles, problems and features, some of which are related to the way books are organized. Therefore, it can be said that content analysis can be an important step in recognizing the weak points and strong points of the book. In fact, content analysis is a technique for extracting data from text that has its own characteristics. The aim of this article is to examine the Arabic textbook of the tenth grade (first grade of high school) based on content analysis patterns and content organizing criteria, relying on the content analysis technique, and to determine whether the book's content is successful in the correct implementation of the principles of curriculum planning and content organizing, social realities, individual needs and usefulness, age and developmental realities and requirements of students? The research method was descriptive-analytical and the results of the article indicate that the Arabic Textbook of first grade of high school has been largely successful based on the patterns and criteria of content analysis and organizing, also the general evaluation of Arabic teachers of the books is very high. The findings showed that the problems associated with compiling and organizing the content of the book are acceptable in terms of curriculum regularities, social realities, and individual needs. Recognition of effective methods in students' learning and encouraging them to self-confidence in learning is the other results of this research.

The purpose of this study was to investigate the effect of scientific demystification on enhancement of critical thinking of female students of high school, which was carried out using quasi-experimental, pre-test, post-test, control group. The population of the study consisted of all 9th grade female students of high school (2nd period of secondary school) in Kamyaran Township in academic year of 2018-2019, out of which 60 students (i. e., 30 students in the control group and 30 learners in the experimental group) were selected non-randomly. Students in the experimental group explored beliefs and myth among people using group discussions in eight sessions (Psych Busters), while the participants in the control group received the conventional pedagogical programs. To gather the data, the critical thinking test developed by Kernel was utilized. The results revealed that Scientific Demystification method had an impact on critical thinking of the participants in the experimental group. Finally, it was suggested that educators and teachers use Psych Busters to boost critical thinking. Furthermore, Psych Busters can be employed as a learning activity in developing a textbook.

Based on historical categorization, Iranian languages are divided into three main periods including: ancient, middle and new. In the old secondary school literature textbook, History of Literature (1), and in the modern secondary school literature textbook the Literary Science and Techniques (1), a lesson is dedicated to Pre-Islamic literature, languages and alphabets of ancient and middle Persian era. The purpose of this descriptive article was to compare the quality and quantity of the content of this lesson in the two textbooks. The study indicated that the designated pages to pre-Islamic Persian literature were cut into half in the new educational system in 2019 in comparison to the old book of 2013. In the old book, three items were noted to be corrected, and in the new book, three sentences with incomplete or mistaken information were found. Analysis of the table on page 39 of Literary Science and Techniques (1) showed that out of 36 comparisons of alphabet signs, 30 items needed to be corrected, completed or deleted. The reasons and suggestions to correct the mistakes were provided. It was also emphasized that ancient Persian language was just one of the languages of the ancient period, hence, it must not be used as an equivalent for that period. Investigation of the written literary works of pre-islamic period showed that that poetry existed in the ancient and Old Persian language. In the Avestan language, the weight of a group of syllables and some others was multiplicative. In the Middle period, the group of Western languages, the weight of syllabic or percussive poems was recognized to be multiplicative.

Lesson study is an effective model for promoting and enriching learning as well as producing professional knowledge to create an evolution in education. The purpose of this research was to study and prioritize factors affecting the Implementation of a successful Lesson Study; and then to examine the role of demographic variables in this regards, including sex, level of education, field of study and age. This research was carried out via quantitative approach and survey method. A researcher-made questionnaire was used for data gathering that its Cronbach alpha was 0, 97. The statistical population were all the 1568 outstanding executors of Lesson Study in Khorasan Razavi province in 2016-2017 academic year. Based on Morgan sample size table and stratified random sampling, 310 people were selected. The findings revealed that, although the problem formation stage is the most important stage for implementing a successful lesson study, regarding the studied perspective, the teaching stage was the most important one. Moreover, female teachers and experienced teachers in comparison to male teachers and novice teachers put more emphasis on the teaching stage. Also, Teachers who were educated in education field in comparison to other teachers emphasize more on the teaching stage as a success factor of a team in lesson study.

There are more than 300 verses in Holy Quran that invite people to contemplation and reasoning. The importance of intellectual education is so much, which is considered as a prerequisite for success in other human aspects such as emotional, moral, social, etc. the aim of this article was to determine the place of contemplation and intellectual education in the system of education of the I. R. of Iran by focusing on the Document of Fundamental Transformation of Education (DFTE). Using descriptive-analytical method and library resources, the researchers first explored the contexts and signs of reasoning and mentioned some of the ethical and emotional barriers to intellect development. Then, through a comparative approach, they searched for the instances in DFTE, as one of the upstream documents of education in Iran. It has been concluded that in different parts of DFTE, the context and signs of reasoning have been deal with indirectly, and some affinities were found. It was found that the audience of DFTE were addressed to hindrances of intellectual development, which illustrates the importance of intellectual education and reasoning in the system of education in the Islamic Republic of Iran.

The age we are in is called the age of information and communication. Today, the most important tool for accessing information and communication is the mobile phone. Young people, especially students, are one of the main groups using mobile phones. Examining the lived experience of this group of people in the community can be a precise reflection of the way of using this effective device and provides good information for cultural and educational planners. Student teachers of Farhangian University are also one of the groups among whom the use of mobile phones is common. This article has tried to address the lived experience of the student teachers of Farhangian University in using mobile phones. The statistical population of this qualitative method was the student teachers of Farhangian University of Alborz. The statistical sample of 40 male and female student teachers majoring in History and Social Sciences at the university was determined. The method of collecting data was narrative interview analyzed through narratives analysis. Collecting the student teachers' lived experience of using mobile phones, the researches followed the processes of coding, categorization and thematicization. Out of the narrations, 10 categories and 5 main themes were extracted. Student teachers' narratives were extracted and analyzed based on the five main themes. The five main extracted themes including useful and efficient, harmful and destructive, fun, dual feeling, and essential communication technology represent the lived experience of the student teacherss of Farhangian University of Alborz in using mobile phones.

The poetry of the last two centuries has not been ineffective in myths, legends and ancient languages. The high literary summit derived from the great history of epic literature, is Ferdowsi's Shahnameh, which can be called the mother of Dari Persian literature. In the last two centuries, epic works in literature, under the influence of Shahnameh and the works of its predecessors, appeared in national, religious, historical, as well as passionate revolutionary epic. The general aspect of these works is their national feature. This prominence can be seen even in religious epics. The result of the study of epic works and epic genres is that the epic literature of the last two centuries can be divided into two periods. The period before Nima and the period after Nima: All the epic works of the pre-Nima period are based on Shahnameh with the same style, language, weight and traditional format, and no innovation but the content can be found. They can be considered as the last imitators of Shahnameh. However, in the period after Nima, the types of epic used in contemporary literature have been mostly in the three axes of epic attitude, epic language and epic rhyme and format.