Gaze in the classroom

Instead of someone telling parrot in a cage had bought owlish . When asked what makes this bird ? Said, but nothing to really pay attention and look carefully !

May we, as students, or students in the classroom to look and to listen carefully to the teacher and probably too shocked to understand the symptoms do not understand something ! When the professor or teacher in question , or to pay the assessment then will notice that it looks stunning , the story is not meant to understand . Some students may have the gaze of the mind and focus elsewhere and the teacher does not know the trick to use. Or is that really focus in class and listen carefully but still can not understand the story .

In any case, this kind of stare , but without understanding what teachers should know and of course as mentioned student is not necessarily a bad intent to deceive a teacher does not want . Instructors must continually evaluate oral questions to know which students ‘ understanding of course material and which are not. The true disciple of fear or embarrassment can say that the course content itself undermine everything figured out , but the teacher must be carefully and continuously written and oral evaluations of and understanding of the amount of students in the mind reading comprehension, and aware of and fixes them.

However, this approach is described in this article , with its gaze or stare shuffle (Gaze) , which is different from the theories of curriculum western scholars such as Madeleine Grumet . It looked dry and non- emotional look at the classes that may be present. But a careful look at the reviews here and maybe a kindly but pretending not to understand that the student understands the material , while in reality it is not. However, this approach may be the teacher , the teacher tells the student may seem to listen to him and found him while his mind elsewhere. This type of behavior is usually identified by students and teachers when they realize they do not really pay attention , will be discouraged.

نگاه خیره در کلاس درس

The Iranian Curriculum Studies Association (ICSA)

The Iranian Curriculum Studies Association (ICSA) was established to support the enhancement of curriculum studies, to assist human resource development in the related theoretical and practical fields, and to improve training and research in the field of curriculum studies in Iran.

ICSA’s Scope of Activities: carrying out scholarly and research at the national and international levels cooperation with executive, scholarly and research entities for assessment and revision of plans and programs related to training and research activities of the Association supporting and encouraging researchers and celebrating the achievements of laureate professors and experts providing training and research services, and planning and organizing scholarly conferences at the national , regional and international levels publishing scholarly books and journals.

انجمن مطالعات برنامه درسی

Literally برنامه درسی (baename darsi)

Curriculum  in Persian books are usually rooted in the Latin word Curriculum  has been discussed but never examined the lexical Persian equivalent Curriculum “برنامه درسی (baename darsi)“  . Westerners literally Curriculum theories have focused on the same basis . Curriculum and lesson plan is made up of two words . The program literally: ” the agenda , what is provided , and a collection of work that leads to a specific target ” and of course , means ” acquiring knowledge , learning, learn , teach , teacher to student teach the subject , each section of the book is that once learned is ” . In fact, literally means a set curriculum titles, commands , and tasks that aim at teaching and learning, the students used . The definition of curriculum is more close to the area of ​​curriculum development and design elements , purpose and teaching – learning that is outstanding.

معنای لغوی برنامه درسی

Curriculum toward new identities

“Curriculum toward new identities ( commentary on contemporary theories of curriculum ) ” by Kourosh Fathi Vajargah (Ph.D). In this persian book first and then a brief introduction of identities based on outstanding scholar in every area of ​​the curriculum has been the recognition that theory . In this book , especially as it examines new approaches to curriculum and has developed a remarkable new perspective . Of course, not all content is correct theories , he is also a writer does not claim this identity has only introduces each of the identity in place should be criticism of .

برنامه درسی به سوی هویت‌های جدید

Florence Rose Krall Shepard

Florence Rose Krall Shepard is Professor Emerita of Educational Studies at the University of Utah, where she taught educational, environmental and feminist studies. She has published her personal narratives in journals and anthologies and a book, Ecotone (SUNY Press, 1994), and edited and published Paul Shepard’s posthumous books including Coming Home to the Pleistocene. Her latest work, Sometimes Creek is a historical memoir that spans the twentieth century and recapitulates the life of a daughter of Italian immigrants who came to Wyoming to make a new life.

فلورانس رز کرال شپرد

Kourosh Fathi Vajargah

Kourosh Fathi Vajargah (Ph.D)  Associate Professor, born 1967 Roudsar of curriculum studies scholars . Then Ph.D. Science Education (Curriculum Development) from the University acquired the expertise of the Research and Planning in Higher Education at the University of Kassel , Germany , he spent faculty member at the Department of Education Shahid Beheshti University. “curriculum toward new identities (commentary on contemporary theories of curriculum ) ” of his works.

کورش فتحی واجارگاه

Hassan Maleki Maleki PhD (born 1954 in Soltanieh) is associate professor and faculty member of Allameh Tabatabai University. His main expertise is curriculum and many books have been written about this book is that most of their curriculum (action) is. He has long been active in the organization, textbooks and hence valuable experience in this field and he has written several textbooks in school. He was a founding member of the Association of Curriculum Studies and Islamic topics including the nature of the subject of considerable attention in the curriculum are

Qualitative interviews Method

Qualitative Interviewing is an adventure in learning about teaching in different countries, their cultural views, their problems and solutions, and how their practices are similar and different than our own. The way we interview depends on what we want to know. It is a process of finding out what others feel and think about their worlds. The result is to understand the major points of their message and how it compares [similar & different] to your own situation. Not only do you need to be a good conversationalist, but also a good listener.

Qualitative Interviewing is part of Ethnography, a systematic study of ethnos (usully an ethnic group). Building ethnographic research is like a detective story. Need to use your sociological imagination to find out what made it possible. Interviewers have different styles. Style is an organized assembly of different manifestations, which can be described in different ÔlanguagesÓ such as music, dress, and behavior. However, style, in the sense of this all-pervasive idea, is not reduced to an single element reflecting or defining it, nor to any external cause or factor. It reflects the whole culture. Differentce in male & female styles?

روش مصاحبه کیفی

Proposed program of Ministry of Education in Iran (2013-2017)

Proposed Program; Ali Asghar Fani Minister of Education in Iran (2013-2017)

Main strategies : ” Improving the quality of education in all aspects and elements of the education system “

1 critical mission of education, natural talents flourish and provide students with context Trbytpzyry all Sahthay existence , to achieve much of life is pure . In this process, religious education , and moralism , wisdom , prudence and temperance, strengthening of Iranian identity , the main focus of activities is located .

2 – Education, training human resources as the most important institution Vmvld social capital , it is considered that the government should also expand the participation and cooperation Byndstgahy and reduce unnecessary Tsdygryhay run after , the younger generation Trbytpzyry based on the philosophy of Islamic education won.

3 – Education is a social and cultural institutions that promote their educational and cultural functions , and should be , its critical mission objectives and promote cultural engineering, public culture , and deal with the invasion of cultural and social avoid Nabsamanyhay war especially by promoting and establishing an Iranian -style Islamic life , to play well .

4 – fundamental change in education , access to education leading Islamic Republic of Iran , and respond to environmental changes , and realizing that it is an inevitable necessity requires national commitment and cooperation and assistance in all aspects of systematizers of all government institutions community organizations, and devices sovereign and other organs involved and the factors affecting the education system , particularly the institution of family and national media , which should be long-term , continuous and away from the pursuit of expediency .

5 – the teacher, the principal element of education and fundamental change is essential . Based on this, raise the social status of teachers and improve livelihoods , increase their motivation to serve , the quality of teacher training and continuous development of competencies and academic competencies , professional and cultural education , priority is and should be on their maximum participation in the process decision-making and decision obtained.

6 – Increase the efficiency and effectiveness of the organization and extensive education, require the benefit of experienced and capable managers , has gained popular acceptance in accordance with the principle of meritocracy and avoiding partisan considerations . In management education should be based on scientific findings and research agendas, thinking, experience and global indigenous and particular attention will benefit from expertise in decision making .

7 – Economics of Education , in recent years a major challenge facing the management of productive human capital and social institutions has become . Optimal management of resources and expenditures , increase productivity , maximize use of public participation and increasing the share of education in GDP (GDP), the leading countries of the region need to accompany and assist the authorities, policy outreach and to identify new and diverse funding sources .

برنامه پیشنهادی وزارت آموزش و پرورش دولت یازدهم