دانشگاه کردستانتدریس پژوهی2476-56869420211222Representation of teachers' lived experiences of functions
Implementation and challenges of art education in primary schoolsبازنمایی تجارب زیسته معلمان از کارکردها، نحوه اجرا و چالشهای تربیت هنری در مدارس ابتدایی29162167FAمحمد امینیدانشیار برنامهریزی درسی، گروه علوم تربیتی، دانشگاه کاشان، کاشان، ایرانمجیده لقب دوستکارشناس ارشد برنامهریزی درسی، گروه علوم تربیتی، دانشگاه کاشان، کاشان، ایران.Journal Article20211110One of the most important functions of educational systems in different countries of the world is to develop the artistic and aesthetic talents and abilities of students in different educational levels. The importance and necessity of this function is largely due to the positive and constructive role and influence that the category of art has had on the individual and social dimensions of human life and human societies at different times. In fact, it should be emphasized that art and its various fields are very important areas and phenomena of human life, who’s individual and social effects have always been considered and emphasized by various experts. Art is the origin of the manifestation of the potential talents of individuals and a platform for the realization and objectification of the inner and multiple capacities of human beings. The various roles and consequences of art are important in general, especially children and adolescents, and basically, art has a lasting effect on cultivating different dimensions of human personality and the development of its various characteristics and capabilities. A person who is exposed to artistic experiences has a developed taste and feeling and receives more stimuli with a wide and deep range of his perceptions. Of course, the cognitive field also needs this ability, and artistic and aesthetic education performs this function.<br /><br />It can be said that art provides unique opportunities for the growth of the individual in all dimensions and is a tool for communication between the inner and outer world of human beings and not using it disrupts the growth of personality. In addition, arts and related fields such as music, painting, drama and visual arts are common phenomena among human cultures and have had an influential place throughout history. Art can be considered as a twin category of man and his life, which in its most stable and original manifestations considers the ideals, cognitions, feelings and deep and fundamental values that man relies on. It goes beyond superficial interests and cognitions. Thus, on the one hand, art helps to convey feeling, emotion, perception and cognition without the need for language and speech, and on the other hand, it is a means of recording and perpetuating human values and beliefs.<br /><br />Due to the constructive and positive effects and functions of art, today in educational systems, a realm called art education is mentioned, which means legitimizing and recognizing the place of art in educational centers and its curricula. Art education is effective in the development of various dimensions of individuals and in particular provides the necessary context for the discovery and promotion of the identity of children and students. Basically, the relationship between the two fields of art and education is such that even some experts believe that the main basis of education is art and art is the basis of education. Art unites our intellect and emotion, stimulates our imagination and transforms our environment. It is with this connection that eminent scholars such as Eisner, Perkins, and Gardner have sought to show that art and art education should be an integral and inevitable element of every individual's education by documenting the effects and results of art in various walks of life.<br /><br />Of course, in this regard, the mental and developmental considerations of learners in different educational levels should be considered. According to this expert, students basically understand certain qualities and subtleties through art and are able to apply forms of thinking that belong to the world of art. These forms require the use of processes that facilitate mental creation and re-creation. With this view, Eisner believes that in addition to the three main skills of reading, writing and arithmetic, art should be considered as the fourth basic skill in educational centers and the most important step in reforming the educational system is to provide a suitable place for art in the curriculum.<br /><br />But the important point is that despite the positive and multiple functions of art and art education in the flourishing of students' abilities, the amount of practical attention to this field in our country's schools and educational system is not so much and there are various problems and bottlenecks in this field. Problems that are especially emphasized by primary school teachers. Basically, reviewing and exploring school curricula from the perspective of educational and training activists, especially teachers and teachers who are their own executives and are related to the hidden and visible angles of teaching and implementation of the program, can always provide data and useful information on the implementation facts and the actual effectiveness of programs and provide the necessary grounds for qualitative and necessary reforms. Of course, researching this important area and examining its various aspects from the perspective of the implementers of the educational system, ie teachers, can provide the necessary grounds for a better understanding of the current situation and make significant changes in this area. Understanding the importance of this point, the present study has tried to deeply and qualitatively examine the status of art and art education based on the narratives and lived experiences of primary school teachers. According to the above, the main purpose of this study was to analyze the functions, implementation and challenges of art education in primary schools based on the lived experiences of teachers. The statistical population of the study included all primary school teachers in Aran and Bidgol counties in Isfahan province. Using purposive sampling method, the narratives and experiences of 19 teachers as the main participants of the study were collected, organized and case by observing the principle of theoretical saturation. Analyzed. The data collection tool was a semi-structured in-depth interview that focused on three key questions that attempted to document the lived and thought-provoking experiences of the participating teachers about the functions, implementation, and problems of elementary school art education. Klaizi seven-step method was used to analyze the research information. Findings from the research showed that the participating teachers have a good mentality about the role and various functions of art education in terms of personal and academic development of elementary students. Also, they use various activities, especially painting and handicrafts, to implement art education in classrooms.هدف اصلی این پژوهش، واکاوی کارکردها، نحوه اجرا و چالش های آموزش هنر در مدارس ابتدایی بر مبنای تجارب زیسته معلمان بوده است. جامعه آماری پژوهش شامل تمامی معلمان مدارس ابتدایی شهرستان آران و بیدگل در استان اصفهان بودند که با استفاده از روش نمونه گیری هدفمند، روایت ها و تجارب 19 نفر از معلمان به عنوان مشارکت کنندگان اصلی پژوهش با رعایت اصل اشباع نظری جمع آوری، سازماندهی و مورد تجزیه و تحلیل قرار گرفت. ابزار جمع آوری اطلاعات مصاحبه عمیق نیمه ساختار یافته بود که با محوریت سه سوال کلیدی تلاش شد تا تجارب زیسته و اندیشیده معلمان مشارکت کننده را در مورد کارکردها، نحوه اجرا و مشکلات آموزش هنر دوره ابتدایی مستند سازی کند. جهت تجزیه و تحلیل اطلاعات پژوهش نیز از روش هفت مرحله ای کلایزی استفاده شد. یافته های حاصل از تحقیق نشان داد که معلمان مشارکت کننده از ذهنیت مناسبی در باره نقش و کارکردهای گوناگون آموزش هنر از نظر رشد فردی و تحصیلی دانش آموزان ابتدایی برخوردار هستند. همچنین، جهت اجرای آموزش هنر در کلاس های درس از فعالیت های گوناگون به ویژه نقاشی و کاردستی استفاده می کنند. در عین حال، معلمان ابتدایی اذعان دارند که در زمینه هنر و تربیت هنری با مشکلات و تنگناهای اجرایی زیادی مواجه هستند که مانع تحقق آثار و کارکردهای مثبت آن می شود. بدیهی است رشد و ارتقای جایگاه هنر در نظام آموزشی و برنامه های درسی دوره ابتدایی کشور مستلزم توجه به مشکلات یاد شده و اجرای راهکارهای لازم جهت حل آنهاست.https://trj.uok.ac.ir/article_62167_9434c359d50ae4e3bf79722f44adde6b.pdfدانشگاه کردستانتدریس پژوهی2476-56869420211222An Integration of Fanfiction into the Clouds of Social Robots for Language for Medical Purposes Productive and Receptive Skills Educationبررسی تلفیق پذیری رباتهای اجتماعی دورحضور و داستانپردازی طرفداران در زبانآموزی با اهداف پزشکی583062209FAسعید خزاییاستادیار گروه زبان انگلیسی، مرکز تحقیقات آموزش پزشکی، دانشگاه علوم پزشکی اصفهان، اصفهان، ایرانعلی درخشاندانشیار گروه زبان و ادبیات انگلیسی، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه گلستان، گرگان، ایران0000-0002-6639-9339Journal Article20210904Studies have shown that educational technology can promote college language learning and performance and provide higher education stakeholders with more efficient means for dealing with academic and professional needs. Today, higher education programs can only be successful with the use of new educational technology tools in the teaching and learning process, especially when there are special education requisites. In tandem, there is a dire need to review educational technology tools that have been applied to college language learning and teaching continuously and renovate former, current, and future activities. Social robots with human-like features have paved the way for students to interact with the actual academic and professional contexts, which is thought to be important for Language for Specific and Academic skills education and the use of content materials and skills in real-life arenas. Social robots continue to be present in language education by the new face of social telepresence robots. This way, social robots are readily combined with mobile devices (e.g., cellphones, tablets). Substantial research has focused on integrating students' academic and professional into the social telepresence robot-aided college language skills teaching and learning. Lingual and non-lingual features of social robots offer a wide array of possibilities for college language skills education in relation to real-world needs. Fanfiction in the robot-assisted language learning modules provides the possibility to practice and share the true-to-life experience. Meanwhile, the argument that social robots may improve the learning of Language for Specific and Academic Purposes has been corroborated by the annotated features of the new generation of games (e.g., augmented reality games). The new generation of games in college language education can represent the overlap among academic and healthcare field contexts. In this fashion, the use of educational and pedagogical games has fortified the college language teaching and learning process. The game has also spawned new forms of robot-aided language learning; thus, true instantiation of real-world phenomenon can be enhanced by the verbal (written and oral) clouds of the augmented reality games on the moulage body of social robots. While may not be fully realized today, the integration of artificial beings into human life and society can evoke great images of variegated constituents of the actual-world scenes. By the use of the annotated moulage body of social robots and fan fiction, under the Covid-19 pandemic, the study investigated how students view the use of the social robots and its putative impacts on learning Language for Medical Purposes productive (writing) and receptive (reading) skills education. In effect, in examining the impact of social robot augmented reality games on college language learning the aim was to if engaging in real-life-like world scenes and scenarios with fellow students, providing richer emergent language practice and learning. This complementarity study was conducted through parallel and self-explanatory sequential designs in the academic years 2020-2021 at Isfahan University of Medical Sciences through the national learning management system of NAVID and an embedded free software web conferencing system of BigBlueButton. NAVID was selected for the participants to interact and proceed with the social telepresence robots, providing a milieu for ubiquitous online discussion and teacher tutoring. This way, using the convenience sampling method and the design of experiments, 389 students of midwifery, nursing, operating room, radiology, and health information technology, who took the obligatory two-credit lesson of language for medical Purposes, were selected. Then, the participants took part in the general language proficiency tests (Persian Language Proficiency test = AMFA and Ministry of Health Language Exam = MHLE) and they were divided into the foursomes of teacher- and student-written groups. This 16-week study was started with soliciting the participants' attitude regarding college language skills learning through robots relying on their experience. In each instructional classroom, initially, the participants practiced writing and reading skills through reading the content materials (in Persian or English) and integrating them into the annotated clouds on the social telepresence robots' bodies. It is of note that the social telepresence robot augmented reality games and fanfictions were two types, namely teacher-written and student-written fanfictions to be uploaded as the written clouds of the activities. While, in the teacher-written fanfictions, the language and content teachers collaborated to write fan fiction, in the student-written fanfictions, students wrote the content of fictional writings with reliance on their academic and professional experiences. Then, they were taught and assessed individually by the collaboration of language and content teachers (co-teaching or adjunct teaching). In the middle of the course (the eighth session), once again, the participants' attitudes were solicited. The quantitative phase of the study was closed by assessing the participants' reading and writing skills in the healthcare fields through a mini-Clinical Evaluation Exercise (mini-CEX) in the process of addressing the standard patients' needs. Finally, the study was closed by conducting an online focus-group interview. While the gathered data in the quantitative phase was analyzed through the repeated measures ANOVA, the participants’ responses to the interview prompts were content analyzed through MAXQDA 2020. Overall, this study revealed that although there are currently few reported occurrences of receptive and productive activities integrating students' experiences and thoughts into social robot-aided modules, fan fiction is a new channel for introducing the students' experiences into the process of practicing medical college reading and writing through social telepresence robots. Reading the self-written (vs. teacher-written) fanfictions to be glossed into the clouds of the social telepresence robots increased students' participation and performance. The analysis of qualitative data indicated that the participants applied different strategies during the study. Most frequently cited were cognitive and support strategies with addressing the (academic and professional) need (e.g., adopting a proactive role, vicarious learning). Like so, the social telepresence robot augmented reality games, were real-life-like college language activities, allow for cooperative interaction in the context of college skills language teaching and learning, where entities can be boosted with each other. The participants also held favorable perceptions about sharing their experience through reading and writing fanfiction for practicing Language for Medical Purposes skills through the medium of telepresence robots. Based on the findings, academic and professional implications are provided.این پژوهش با هدف بررسی تجربههای دانشگاهی و حرفهای فراگیران در کاربرد رباتهای اجتماعی برای آموزش زبان پزشکی انجام شد. با کاربرد طرح موازی در فازهای کمی و کیفی، این پژوهش متممی با انتخاب به شیوهی نمونهگیری آسان از بین 389 فراگیر دختر و پسر فارسی و غیر فارسی زبان مشغول به تحصیل در مقطع کارشناسی علوم پزشکی انجام شد. با تقسیم تصادفی شرکتکنندگان به دو گروه داستانپردازی یاددهندهها و فراگیران، نخست یک پیمایش برخط برگزار شد که نگرش فراگیران را راجع به زبانآموزی دانشگاهی مبتنی بر رباتهای اجتماعی جویا شد. با شروع دورهی 16 جلسهای، شرکتکنندگان در هر جلسه با داستانپردازی، مهارتهای خواندن و نوشتن با اهداف پزشکی را بر روی ربات اجتماعی تمرین کردند. سپس، اساتید رشتههای تخصصی با همکاری اساتید آموزش زبان به آموزش و ارزیابی انفرادی شرکتکنندگان پرداختند. در جلسهی هشتم، بار دیگر پیمایش برگزار شد. در پایان دوره، با برگزاری یک جلسه ارزیابی در عرصههای بهداشتی و درمانی، عملکرد نوشتاری و خوانداری شرکتکنندگان حین رفع نیازهای بیماران از طریق یک آزمون بالینی ارزیابی شد. شش هفته بعد، شرکتکنندگان منتخب به پرسشهای مصاحبهی متمرکز پاسخ گفتند. نتایج نشان داد که حضور فراگیران در داستانپردازی طرفداران برای تمرین مهارتهای زبان با اهداف پزشکی، جریان درک خوانداری و نوشتاری را تسهیل کرد. تحلیل حاصل از پاسخ شرکتکنندگان به پرسشنامهی نگرش همسو، حضور مشارکتگونهی فراگیران در جریان تمرین و یادگیری را در کاربستپذیری رباتهای اجتماعی دورحضور در زبانآموزی با اهداف پزشکی پررنگ جلوه میداد. راه توسعهی زبانآموزی پزشکی مبتنی بر رباتهای اجتماعی تمرکز بر تجربیات و دانش فراگیران است.https://trj.uok.ac.ir/article_62209_10e737ecad2a502285367d0afc31078a.pdfدانشگاه کردستانتدریس پژوهی2476-56869420211222Understanding Primary School students' Mothers' Experiences of Home-schooling during the Covid-19 Pandemicفهم تجارب مادران دانشآموزان دوره ابتدایی از پدیده "مدرسه در خانه" در طول همهگیری کووید-19915962210FAرحمت اله خسرویاستادیار گروه علوم تربیتی دانشگاه فرهنگیان، تهران، ایران.0000-0003-3893-3183Journal Article20211016Understanding Primary School students' Mothers' Experiences of Home-schooling during the Covid-19 Pandemica<br />The Covid-19 pandemic is a threat to human health and and has fundamentally changed many human activities. Since November 2019, the world has been facing a crisis called Covid-19, which has created an emergency for different countries, especially for their education system. Covid-19 Pandemic has disrupted the education systems of most countries. Social distancing, the school closure or the reduction in the frequency of face-to-face teaching, and the expansion of online teaching are some of the effects of the Covid 19 pandemic. During the pandemic, most parents prevented their children from attending school because they feared they and their children would be infected with the Corona virus. In such a situation, home-based education was the most appropriate option to maintain the health of students on the one hand and the continuation of their education and learning on the other hand. Home-based education created a situation in which parents entered their children's education and learning cycle for a long time. This phenomenon created a new educational order in which students did not stop their education.<br />The aim of the present study was to investigate primary school students’ mothers' experiences of home-schooling during the Covid-19 pandemic.<br />The present qualitative study was carried out using a phenomenological strategy. The study population was all mothers of Zanjan students in primary schools. It should be noted that during the Covid 19 pandemic, especially in the elementary school, mothers were more involved in their children's teaching-learning process than fathers for a variety of reasons. Therefore, in the present study, participants were selected from among mothers. From this population, 15 individuals were selected as participants in the study using purposive sampling (chain sampling). Semi-structured (in-depth) interviews were used to collect data. The average interview time was about 90 minutes, and the interview process continued until reaching data saturation. The interviews were conducted on Google Meet after making the necessary arrangements and were recorded after obtaining interviewees’ permission. Data analysis was carried out using thematic analysis. To perform validity assessment, peer review and member checking methods were used. To perform the peer review method, contacts were made with some individuals with sufficient experience and expertise in qualitative research methods, and their opinions on research design, data collection, and analysis was obtained. Regarding the member checking method, the interview text was coded, and interview analysis results were provided to several of the interviewees to revise them and comment on them. Most of the interviewees expressed satisfaction with the research process. To evaluate the research reliability, the interview text was coded by three anonymous individuals. The result showed 85% agreement between the coders and the relative stability of the responses was confirmed.<br />The research findings identified nine organizing themes as follows: 1) mothers' mental and attitudinal preparations; 2 teaching and learning platforms; 3) technological literacy for mothers and students; 4) guiding children's learning assignments; 5) supporting teachers' teaching; 6) supporting teachers' evaluation; 7) psychological status of mothers and children; 8) time in virtual teaching and learning; and 9) mothers' relationship with school agents (teacher, principal, assistants and counselor).<br />The results showed that home-schooling is a complex and challenging phenomenon for mothers. After the widespread closure of schools, mothers found themselves in a challenging and unfamiliar situation due to a lack of preparation for home-schooling. Although mothers were initially forced to accept home-based education, they were concerned about the adverse effects of reducing their child's social interactions. Although mothers gradually improved their capacity for home-based education, they found face-to-face school education to be an irreplaceable element for elementary school students. At the beginning of the virtual teaching, due to the lack of a suitable platform, the teaching and learning process was followed on social networks such as WhatsApp. With the launch of the "SHAD" platform, the formality and order of the classrooms increased. This platform, due to its relatively diverse facilities, somewhat increased the quality of teaching and learning process. In addition to the above, the findings showed that mothers did not receive the necessary training on how to use the teaching platform. The findings also showed that mothers guided their children step by step in homework such as math.Some mothers showed impatience due to their children's lack of motivation to do their homework. Mothers were unfamiliar with teaching methods to their children at the beginning of home schooling. Gradually, through gaining experience, self-learning, and the use of digital learning resources, their skills in supporting and complementing teacher teaching increased. According to the findings, mothers were actively involved in evaluating their children's learning. Although mothers's anxiety and stress were greater than their children in the formative and final evaluations, they controlled themselves and tried to reduce their children's stress. Despite the various concerns of mothers during the Covid-19 pandemic, they tried to create a relatively good learning environment for their children at home. The results showed that during the Covid-19 pandemic, formal teaching time decreased but informal teaching time increased. This, in turn, created challenges in the mothers' life program. Finally, the findings showed that mothers have a better relationship with teachers in "home based education" than in "school based education". They frequently consulted with the teacher about their children's learning difficulties. Mothers' relationship with the school principal was purely administrative. The lack of a psychologist or counselor at school prevented some mothers from receiving specialized help in dealing with their children's mental disorders.<br />Despite all the shortcomings and limitations of the Covid-19 pandemic, it provided opportunities for parents to enter the learning cycle more seriously and experience a new form of interaction with their children and teachers. Home- based education requires parental preparation; Providing the necessary software and hardware facilities; Psychological support; providing a suitable cultural background and so on. If these requirements are met, then effective learning opportunities will be provided for students, especially in emergency and crisis situations.هدف پژوهش حاضر، فهم تجارب مادران دانشآموزان دوره ی ابتدایی درباره فرآیند آموزش در خانه در طول پاندمی کووید-19 است. روش پژوهش، کیفی از نوع پدیدارشناسی است. جامعهی پژوهش کلیه مادران دانشآموزان مدارس عادی دولتی شهر زنجان بودند که با استفاده از روش نمونهگیری هدفمند از نوع زنجیرهای، درنهایت، تعداد 15 نفر از آنها بهعنوان اطلاعرسان در تحقیق شرکت کردند. برای گردآوری دادهها از ابزار مصاحبهی نیمه ساختارمند(عمیق) استفاده شد و مصاحبه با نمونهها تا مرحلهی اشباع پاسخها، ادامه یافت. تجزیه و تحلیل دادههای مصاحبه با استفاده از روش تحلیل مضمون انجام شد. روایی از طریق بازبینی توسط همکاران و مشارکتکنندگان و پایایی با کدگذاری متن سه مورد از مصاحبهها توسط افراد ناشناس خارج از پژوهش انجام گردید. یافتههای پژوهش در نه مضمون سازمان دهنده، تجارب مادران را بدین شرح مشخص کرد: 1. آمادگیهای ذهنی و نگرشی مادران، 2. بسترهای آموزش و یادگیری، 3. سواد فناوری مادران و فرزندان،4. هدایت تکالیف یادگیری فرزندان، 5. پشتیبانی از تدریس معلم، 6. پشتیبانی از ارزشیابیهای فرآیندی و پایانی معلم، 7. وضعیت عاطفی و روانشناختی مادران و فرزندان ، 8. زمان آموزشهای مجازی و 9. ارتباط مادران با عوامل مدرسه(معلم، مدیر و معاونان و مشاور مدرسه).https://trj.uok.ac.ir/article_62210_6377138f877a1c2cc8e37c2ae64ee07e.pdfدانشگاه کردستانتدریس پژوهی2476-56869420211222Teacher-student interactions in the student social network (Shad): a qualitative approachتعاملات معلم و دانشآموزان در شبکه اجتماعی دانشآموزان (شاد): رویکرد کیفی1169262225FAصابر شفیعیدانشجوی دکتری مطالعات برنامه درسی ، دانشگاه بیرجند، بیرجند، ایران.محمد اکبری بورنگدانشیار گروه علوم تربیتی ، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران.هادی پورشافعیدانشیار گروه علوم تربیتی ، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران.محمدعلی رستمی نژاددانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، بیرجند، ایران.Journal Article20211011Social networks are considered as the most effective mass communication space in the world today, which despite the epidemic of Quayd-19 disease and the reduction of real communication and the closure of schools, their role has become more colorful and despite its limited life has a relatively high penetration rate among youth and children. One of these platforms is Shad Network. The structure of the Shad educational network is the same as the structure of a real school, and students enter the virtual classroom and follow the process of teaching and learning that is, in this space, teacher and students interact with each other, but the type of interaction with real space is different. The teaching and learning process can be considered as the result of the interaction of components such as teacher, student and content (and materials). If we accept that interaction plays a fundamental and important role in the teaching and learning process, e-learning, using emerging technologies, provides extensive interactions for accessing extensive information as well as communication. Information and communication technologies make modern education more accessible learning. Information and communication technologies make modern education more accessible learning. Social networks have changed the way people communicate, the way they interact, and the ability to create and share information with the rest of the world, and have become a daily occurrence. Social networks maintain, develop, and build interpersonal relationships based on the creation of personal profile in which accessible information is disseminated and shared by everyone on the social network. Social networks have gradually emerged as a new way of communicating between teachers and students, mainly in education, and have become an important means of communication. One of the undiscovered aspects of open learning is the ongoing interaction within the student body using social media. The use of social networks provides an opportunity for teachers and students to be in constant contact in interacting with regular classrooms and creating new teaching and learning spaces. However, this new reality has sparked debate over whether teachers and students should interact in this way, and has led some officials to restrict or even ban such communication. Proponents of teacher-student interaction through social media argue for the freedom of expression of teachers and students, the inevitability of the phenomenon, and the educational potential of social media. As the number of teachers with social media profiles increases, the possibility of teacher-student interaction increases; therefore, if teachers want to take advantage of social media learning opportunities, every teacher and student must interact with them. Therefore, the present study was conducted to identify and analyze teacher-student interactions in the social network of (Shad) students in Ilam. The research method was ethnographic and descriptive. The literal meaning of ethnography is a description of people and cultures. Culture is a central concept in ethnographic research. Scientific ethnographic research, based on the existing methodologies in the humanities, can be done in a wider range, in which there is a quantitative idea on one side and a qualitative idea on the other. The initial framework for identifying teacher-student interactions was designed. The study population was the elementary students of Ilam city in Shad network, which among them 32 students were observed through purposeful sampling method based on the saturation rule of participatory type and semi-structured in-depth interviews. This research led to the identification and explanation of teacher-student interactions in the student social network (Shad). Analysis of how to create interaction between teacher and students in Shad Network showed that most of the interviewees stated that interaction in Shad Network is in the form of lectures. In this method, the researcher has categorized the code of participatory interaction method. This method is more useful than the previous method in socializing students, but it is not complete. Some of the interviewees also stated that in the third method, the interaction in the online classroom is friendly. In this way, in addition to interactive engagement, students are even allowed to joke and talk with each other, allowing students to engage in extracurricular interactions. In this way, the class is held in a friendly way. According to researchers, this method is the best interactive method, but in analyzing the necessary skills to create interaction between teacher and students in a Shad network; Some of the interviewees stated that the essential interactive and communication skills in online classes only include listening correctly, paying full and accurate attention to the teacher, typing, asking the right questions, and getting the purpose right. Codifies the core skills of lesson interaction (teaching and learning). But some have also believed that in addition to the above skills; Must have the skills to be able to communicate friendly with the teacher and classmates, self-confidence, speaking skills and the ability to communicate sincerely with classmates and the teacher and other skills that the student has in the classroom and school. Generally; Findings showed that according to the observations and expression of media, creating interaction between teacher and students in the Shad network is done in three ways: interaction by preacher and listener, interaction by participatory method and interaction by friendly method. Also essential communication and interaction skills in a Shad network; The main skills are interaction (teaching and learning) and communication and friendship skills; But in terms of media, the platforms that teachers use to create interaction for technology students are incentives and open spaces and give students the opportunity to interact. In the end, it is suggested: 1- Teachers and students should be encouraged through participatory and friendly interactions to expand and strengthen the interactive spirit in the context of online networks with the dual function of teaching and learning and strengthening interaction. 2- Providing the necessary bases for students to interact and take advantage of the prevalence of coronary heart disease to change the traditional teaching method and enter the new and participatory teaching. 3- Establishing training workshops for teachers to get acquainted with the teaching method in virtual networks and empower them in the methods of interaction in social networks is recommended.شبکههای اجتماعی به عنوان مؤثرترین فضای ارتباط جمعی در دنیای امروز محسوب میشوند که با وجود همهگیری بیماری کووید -19 و کاهش ارتباطات واقعی و تعطیلی مدارس نقش آنها پر رنگ تر شده و با وجود عمر محدود خود از ضریب نفوذ نسبتا بالایی در میان جوانان و کودکان برخوردار هستند. پژوهش حاضر با هدف شناسایی و واکاوی تعاملات معلم و دانشآموزان در شبکه اجتماعی دانشآموزان (شاد) شهر ایلام انجامشد. روش تحقیق مردمنگاری و از نوع توصیفی بود. جامعه آماری پژوهش، دانشآموزان ابتدایی شهر ایلام هستند که در بستر شبکه شاد تحصیل می کنند و از میان آنها با روش نمونهگیری هدفمند و بر اساس قاعده اشباع نظرات 32 دانشآموز به عنوان نمونه پژوهش(باتوجه به محدود بودن نمونه دردسترس و حصول نتایج مورد انتظار) انتخاب شدند. این تحقیق به شناسایی و تبیین تعاملات معلم و دانشآموزان در شبکه اجتماعی دانشآموزان (شاد) منتج شد.<br />یافتههای تحقیق نشان داد، ایجاد تعامل بین معلم و دانش آموزان در شبکه شاد به سه طریق، تعامل به روش واعظ و مستمع، تعامل به روش مشارکتی و تعامل به روش دوستانه انجام میشود، همچنین مهارتهای ضروری ارتباطی و تعاملی در شبکه شاد شامل: مهارتهای اصلی تعامل درسی (تدریس و یادگیری) و همچنین مهارتهای ارتباطی و دوستانه است، از نظر اطلاعرسانها بسترهایی که معلم برای ایجاد تعامل با دانش آموزان باید فراهم کند شامل فنآوری، بسترهای تشویقی و باز گذاشتن جو و دادن اختیار به دانش آموزان برای تعامل است.https://trj.uok.ac.ir/article_62225_29aa859afe1e3541d9ed56cfc58588fb.pdfدانشگاه کردستانتدریس پژوهی2476-56869420211222Identification of Teaching Components in Brand Universities (Case Study Sharif University of Technology)شناسایی مولفه های تدریس در دانشگاه های برند (مطالعه موردی دانشگاه صنعتی شریف)15211762240FAعلی کشاورز زادهدانشجوی دکتری تخصصی برنامه ریزی توسعه آموزش عالی، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان. پست الکترونیک،خلیل غلامیدانشیار برنامهریزی آموزشی، دانشکده علوم انسانی و اجتماعی ، دانشگاه کردستان، ایران.0000-0002-4132-0524نعمت اله عزیزی.استاد برنامهریزی آموزشی، دانشکده علوم انسانی و اجتماعی ، دانشگاه کردستان، ایران.Journal Article20211002Determining the components of teaching in Brand University is considered as one of the most important basic missions of Brand University. The present study was organized with the aim of identifying the components of teaching in brand universities. In this research, the components of teaching include the purpose, content, method, means, evaluation, professor, student and managerial factors and policy-making involved in the educational process of the university. Considering these components, the research for this purpose considers Sharif University of Technology as a successful brand of higher education in the country for its study sample and based on a field study of the university, tries to identify the components of teaching at the brand university. Therefore, considering the type of centralized system of higher education and consequently the general announcement of all regulations and educational topics to universities across the country, this question arises, given the experiences of Sharif University of Technology, and on the other hand, the centralized context. Higher education in the country, what are the most important proposed strategies for teaching at Brand University? Finally, it should be noted that the proposed strategies are solutions that Sharif University of Technology can provide teaching at the level of brand universities at the level of its university and throughout the country. For this purpose, the method of phenomenological qualitative research was used. Based on the above method, sampling was purposeful and the data collection process was performed using semi-structured interviews. The research sample is using purposive sampling method and includes 32 experts of Sharif University of Technology. The data were analyzed at open and axial coding levels. According to the analysis, ten main categories or strategies in two categories of main components and supportive components have been proposed as the most important components of teaching at Brand University. Curriculum content design and development strategies, streamlining of university teaching and learning system, streamlining of university evaluation system and development of human resources planning of university professors as main components and policy strategies, strengthening education management system, adopting future-oriented approach, development Entrepreneurship, development of free education programs and design and development of information infrastructure are considered as supporting components of teaching at Brand University. In addition, each of these components consists of several categories and subcategories and has a specific definition appropriate to the statements of the participants. Therefore, the most important research finding is the identification of nine strategies consisting of; Policy-making, strengthening the education management system, designing and developing curriculum content, streamlining the university education system, streamlining the university evaluation system, adopting a future-oriented approach, developing human resources planning for university professors, entrepreneurship development, developing free education programs and plans And the development of information infrastructure, each of which consists of several categories. Another finding of the research is that in addition to focusing on the main components of teaching, the requirements and prerequisites of teaching at the university have been presented in terms of the type of centralized educational system in the country. It should be noted that the presented classification is based on conceptual and content similarities. On the other hand, according to the studies done from the background and theoretical foundations of the research, the classification has been done, is theoretically approved and can be done operationally. Accordingly, strategies for designing and developing curriculum content, streamlining the university education system, streamlining the university evaluation system, and developing human resource planning for university professors have been proposed as key components in brand teaching at the university. These strategies are directly related to the teaching and learning processes in teaching. Also, policy-making strategies, strengthening the education management system, adopting a future[1]oriented approach, entrepreneurship development, developing free education programs and designing and developing information infrastructure are considered as supporting dimensions of teaching at Brand University. These dimensions play a supporting role for the main dimensions and can be considered as requirements and prerequisites for teaching at Brand University. Therefore, these components are as supportive or supporting factors that can, along with the main factors of the teaching process, contribute to its greater efficiency and effectiveness. The following are the findings and suggestions of research on the components of teaching at Brand University. Research on the components of teaching at the university is, first of all, to find the shortcomings and provide effective solutions; Because it provides a relatively comprehensive picture of university planning and will strengthen the strengths and eliminate the weaknesses in the quality of teaching. As a result, the university must be more effective in planning in-service training courses and optimally anticipate and meet the real needs of the teaching process in this area. Also, it is necessary for the university to negotiate with the government to delegate the necessary authority and independence to design and develop curricula and education in accordance with internal and external conditions, and on the other hand, the special nature and context of the university being industrial. Therefore, it is necessary for university administrators to consider and plan the necessary grounds for the design and development of teaching components in the brand university.تعیین مولفه های تدریس در دانشگاه برند از جمله مهمترین ماموریت های پایه دانشگاه برند تلقی می گردد. پژوهش حاضر با هدف شناسایی مولفه های تدریس در دانشگاه های برند سازماندهی شده است. بدین منظور از روش تحقیق کیفی پدیدارشناسی استفاده به عمل آمد. بر مبنای روش فوق، نمونهگیری به صورت هدفمند و فرایند جمعآوری اطلاعات با استفاده از مصاحبه نیمهساختارمند صورت پذیرفت. نمونه پژوهش با استفاده از روش نمونه گیری هدفمند و شامل 32 تن از خبرگان دانشگاه صنعتی شریف می باشند. دادههای حاصل در سطوح کدگذاری باز و محوری مورد تحلیل واقع شد. نظر به تحلیل صورت گرفته، نه مقوله یا استراتژی اصلی در دو دسته مولفه های اصلی و حمایتی به عنوان مهمترین مولفه های تدریس در دانشگاه برند پیشنهاد شده اند. استراتژی های طرح و توسعه محتوای برنامه درسی، کارآمدسازی سیستم ارائه آموزشی و درسی دانشگاه، کارآمدسازی سیستم ارزیابی دانشگاه و توسعه برنامه ریزی منابع انسانی اساتید دانشگاه به عنوان مولفه های اصلی و استراتژی های سیاستگذاری، تقویت نظام مدیریت آموزش، اتخاذ رویکرد آینده محوری، توسعه کار آفرینی، توسعه برنامه های آموزش آزاد و طرح و توسعه زیرساخت های اطلاعاتی به عنوان ابعاد پشتیبان تدریس در دانشگاه برند محسوب می شود. ضمن آنکه این مولفه ها هر یک متشکل از میان مقوله ها و خرده مقوله های متعدد و دارای تعریف خاص متناسب با بیانات مشارکتکنندگان میباشد. بنابراین لازم است، مدیران دانشگاه، زمینه های لازم برای توسعه مولفه های تدریس در دانشگاه برند را در نظر و برنامه ریزی های مقتضی بعمل آیدhttps://trj.uok.ac.ir/article_62240_40b2ef853c4de7ef46b63f6b731fb8af.pdfدانشگاه کردستانتدریس پژوهی2476-56869420211222An Analysis of the First Grade Elementary Teachers Experiences from Educational Games Outcomes at the Corona Epidemicواکاوی تجارب معلمان کلاس اول ابتدایی از نتایج بازیهای آموزشی در همهگیری کرونا17715362224FAفهیمه کشاورزیعضو هیأت علمی، بخش مدیریت و برنامهریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایرانرضا ناصری جهرمیدکتری برنامهریزی درسی، دانشگاه شیراز، شیراز، ایرانسولماز خادمیدانشجوی دکتری برنامه ریزی درسی، شیراز، ایرانمرضیه عبدالوهابدکتری برنامه ریزی درسی، دانشگاه شیراز، شیراز، ایرانزهرا حسام پورکارشناسی ارشد تحقیقات آموزشی، دانشگاه پیام نور شیراز، شیراز، ایرانJournal Article20210930The aim of the present study was to analyze the experiences of first grade elementary school teachers from the results of educational games in the corona epidemic. The global coronavirus epidemic is a severe acute respiratory syndrome that has emerged since 2019. The spread of the virus led to fundamental changes in all areas of social, cultural, economic and political life and education and the type of activities of the centers. One of the most important areas in which many changes have occurred due to corona disease is learning issues and teaching methods in general in learning environments. According to studies conducted during the outbreak of corona disease, the majority of learners and teachers were not very satisfied with these methods and preferred face-to-face training to such training, but the same electronic methods and distance learning could lead to more backwardness of students, teachers and Prevent all people involved in the field of education and minimize the problem. Accordingly, the need for new teaching methods is felt in view of the current world conditions and the increasing development of science and technology, and we must look for teaching methods in order to lead students from parrot conservation to learning. The use of active teaching methods has been strongly supported in recent decades because it can significantly help students develop critical thinking skills and engage in collaborative activities, as well as increase motivation, satisfaction and academic achievement, including active teaching methods. He referred to educational games. Educational game is an activity that is done with the cooperation or competition of decision makers who seek to achieve goals or challenging situations with special rules in order to achieve, use or learn educational goals. Accordingly, in primary education, it is better to use the teaching method based on educational games. In educational games, it is important to make sure that learning and play are integrated and that learning objectives are hidden within the game. An effective educational game should be attractive and engage the learner during the game so as to motivate learners to play the game. Also, in the educational game, there should be a clear relationship between the game and the educational goals. Although the purpose of educational games is more to teach and learn the objectives of the curriculum than to play, but the playful aspect must be maintained. Thus, first the purpose of the lesson should be stated very simply for the students and then the game should be taught to them. In the game description stage, all the game instructions and how to choose must be fully specified. After this stage, the game should be played and the teacher, as a guide, should control the students' activities. At the end of the game, it is time to conclude that because the students are playing the game and the game is related to the lesson concepts, it is very likely that they have learned the lesson concepts. Finally, the teacher can measure the amount of learning. Teaching lessons with play is one of the methods that makes the lesson engraved in the child's mind and not quickly forgotten. Due to the fact that students are currently facing the problems of e[1]learning and the anxiety caused by it, so the use of educational games can eliminate or diminish their anxiety, lack of motivation and enthusiasm and lead them to progress in learning lessons. In terms of applied purpose, this research is a qualitative and multidisciplinary research that is used to analyze the experiences of first grade teachers from the results of educational games with a meta[1]combination, the findings of world studies and then based on the use of phenomenology, teachers' lived experiences in corona epidemics. Explored. The meta-combination design was performed using the six-step Sandlowski and Barroso method and the phenomenological design was performed using the seven[1]stage Klaizi model. The tools used were semi-structured interviews and participants in this section were 14 teachers in the academic year 1401-1400, who were selected using the purposeful approach of the criterion, snowball technique and theoretical saturation criteria. The data analysis of this section was performed using thematic analysis method. Based on the results of the two projects, the experiences of first grade primary school teachers from educational games in corona epidemics were identified in the form of three main themes including student performance, teacher performance and parent performance. Based on the results of the research, first grade elementary teachers with creative approaches in providing education and teaching using cyberspace during the outbreak of coronavirus create interest, enthusiasm to learn and more motivation for students to gain experience. Positive, effective and objective in proportion to their lesson, learning skills are commensurate with cognitive and physical development. Also, the experience of teachers using the game method indicates effective learning at certain hours of the day, which paves the way for strengthening problem-solving skills in children, especially when the lessons are in the form of interaction with peers. In general, play is education, and the child acquires various skills through games. Therefore, the best tool through which many concepts can be taught and provided as a way to increase learners' creativity and improve language skills is to use the game method in teaching. Based on the lived experiences of teachers, the research findings indicate that play-by-play education in the first grade of elementary school paves the way for more interaction between learners and teachers, peers and, most importantly, parents. Yen is at the time of the corona virus outbreak. Therefore, teachers can use creative and active methods in teaching to create innovation, creativity and even a sense of responsibility in learners. In connection with classroom management, the use of play methods in virtual education has been effective in such a way that it has consolidated students' learning and diversification of education, has led to reducing student fatigue. In summarizing the topics, we can mention the effective and important role of games as a creative teaching method with innovation in the educational system, especially in the first grade of elementary school, focusing on the experiences of first grade teachers in using this type of teaching method.هدف پژوهش حاضر، واکاوی تجارب معلمان کلاس اول ابتدایی از نتایج بازیهای آموزشی در همهگیری کرونا بود. این پژوهش از نظر هدف کاربردی، در زمره پژوهشهای کیفی و از نوع چندروشی بوده که برای واکاوی تجارب معلمان کلاس اول ابتدایی از نتایج بازیهای آموزشی با یک فراترکیب، یافتههای مطالعات جهانی و در ادامه به پشتوانه بهرهگیری از پدیدارشناسی، تجارب زیسته معلمان در همهگیری کرونا را مورد کاوش قرار داده است. طرح فراترکیب با استفاده از روش شش مرحلهای ساندلوسکی و باروسو و طرح پدیدارشناسی با استفاده از الگوی هفت مرحلهای کلایزی انجام شد. ابزار مورد استفاده مصاحبه نیمهساختمند و مشارکتکنندگان در این بخش 14 معلم در سال تحصیلی 1401- 1400 بودند که برای انتخاب آنان از رویکرد هدفمند ملاکی، تکنیک گلوله برفی و معیار اشباع نظری استفاده شد. تجزیه و تحلیل دادههای این بخش نیز با استفاده از روش تحلیل مضمون صورت پذیرفت. بر اساس نتایج دو طرح، تجارب معلمان کلاس اول ابتدایی از بازیهای آموزشی در همهگیری کرونا در قالب سه مضمون اصلی مشتمل بر عملکرد دانشآموز، عملکرد معلم و عملکرد والدین شناسایی گردید. نتیجه اینکه استفاده از بازیهای آموزشی در کلاسهای درس میتواند بر کاهش مشکلات روانشناختی و افرایش اثربخشی یادگیری تاثیرگذار باشد.https://trj.uok.ac.ir/article_62224_d0d3722b7337ab9a95a9e7f361e6f760.pdfدانشگاه کردستانتدریس پژوهی2476-56869420211222The effectiveness of teaching using e-learning study strategies on students' academic enthusiasm and vitalityاثربخشی تدریس با استفاده از راهبردهای مطالعه به روش آموزش الکترونیک بر اشتیاق و سرزندگی تحصیلی دانشآموزان19917862237FAحسام پورشالچیدانشجوی دکتری رشته روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایرانسعید شریفی رهنمودانشجوی دکتری مطالعات برنامه درسی، دانشگاه بوعلیسینا، همدان، ایران .آیت اله فتحیعضو هیئت علمی پژوهشگاه علوم انتظامی و مطالعات اجتماعی ناجا، تهران، ایران.Journal Article20210426From the past to the present, among various social institutions, the school has been recognized as the most important manifestation of the culture that governs society and the place of satisfying the intellectual and emotional needs of individuals, and now in the third millennium AD, the school is one of the most important social institutions. The latest research also indicates the important functions of this institution in our time (Parvizi, 2012). One of the common problems in educational environments that are criticized by experts is the low motivation and academic enthusiasm that causes the phenomenon of procrastination. Procrastination refers to procrastination and procrastination (Stevenson, 2013). Solomon and Rathblum (1984) in their definition of procrastination highlight the emotional aspects of procrastination and define procrastination as a condition in which a person delays activities that do not require much to do, and this delays These activities continue when the person is anxious. Thus, it is clear that having academic enthusiasm and vitality in primary learning is vital, so much so that it is mentioned as an important harbinger of learning. In fact, lack of enthusiasm for school can have serious consequences such as lack of progress in school, low vitality, tendency to behaviors. Deviation and the risk of dropping out of school therefore Nowadays, experts in modern e-learning or e-learning consider one of the ways to minimize this phenomenon in schools because e-learning, especially video content production, is a learning-driven model that helps learners to find data at the desired time and at personal speed. E-learning is a new and emerging ? phenomenon in many countries of the world, including Iran, and they have not yet used this method as expected. The application of this type of learning, like any other emerging phenomenon, regardless of the benefits and opportunities it has provided, has been associated with some doubts and challenges in developing countries. But in the age of Corona, despite its many challenges, but due to the health risk that was created, the need for virtual and e-learning was felt more than before, and in Iran, therefore, very extensive mechanisms to advance educational affairs focusing on cyberspace and education from Remotely designed and edited. In this regard, apart from the readiness or not of the required hardware and software platforms, Mehr Mohammadi (2009) considers one of the most basic goals of e-learning to be the emphasis on strengthening the superior capabilities of thinking. Therefore, this method of education is one of the most important advances in the information technology industry, which has been able to emerge as a new paradigm by taking advantage of existing changes, so that many educational institutions and centers around the world have called for its rapid use. Because in the modern age of education, it is no longer a question of improving teaching methods, but of improving the learning process. Now, it seems that the unique features of this educational method have caused it to gain a higher status in the educational system day by day and increase the level of academic enthusiasm and vitality. Because teaching cognitive and metacognitive strategies in the electronic environment allows people to use appropriate strategies and strategies for studying and learning, to be able to cope with learning tasks and increase their motivation to learn. Many studies have shown that there is a relationship between learners 'learning strategies and students' performance and academic achievement. Therefore The aim of this study was to evaluate the effectiveness of teaching using study strategies by producing video content on students' academic enthusiasm and vitality.The present study was a quasi[1]experimental study with a pretest and posttest design with a control group. The statistical population of the 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were selected by multi-stage cluster sampling and randomly tested in two groups of 18 people. First, in the same conditions, both pre-test groups were administered using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. The experiment was performed, while the control group did not receive any intervention during this time. After the training sessions, both groups underwent post-test in the same conditions. The results showed that teaching study strategies increases academic motivation in all components of students' behavioral, emotional, cognitive and vitality motivation. Therefore, to increase the academic enthusiasm and vitality of students, the use of teaching study strategies is effective. Because students acquire skills through training to monitor cognitive and metacognitive strategies, and by mastering the strategies of planning, controlling, monitoring and regulating methods, they successfully use learning and study methods, and by constantly monitoring their use, the problems of the method. And identify their learning strategies and take action to improve them. In fact, students gain abilities and skills by teaching cognitive and metacognitive strategies. By using them, their desire and interest in education increases; In other words, during the study of study strategies, students learn operational and behavioral instructions that include planning, monitoring, organizing and organizing, and during this learning, they gain a positive feeling and attitude towards education, and this motivates their interest and interest in studying. And education increases.Therefore, based on the results, it is suggested that school psychologists consider the framework of the educational package of study strategies in individual academic counseling. Education officials can also hold workshops on study strategies to increase the awareness of teachers and other educators in the country. Therefore, teaching strategies and holding training workshops on enthusiasm and its dimensions and academic vitality will increase these skills in students and increase their academic vitality. Also recommended; Autonomous learning education should be included in the extracurricular activities of schools as necessary educational skills and necessary trainings should be provided for teachers and counselors in order to successfully use self-governing learning education in order to apply cognitive and metacognitive strategies by students because it is one of the most important Ways to increase academic enthusiasm and vitality. However, it can be concluded that teaching discipline or organizing strategies leads to flexibility in the learner's behavior and helps him to change his learning method and style whenever necessary. Regulatory strategies work in tandem with monitoring and evaluation strategies. In fact, the discipline strategy helps students to refine how they study, to re-examine, and to address deficiencies in their comprehension, which will increase students' academic motivation to learn.هدف: پژوهش حاضر با هدف شناسایی میزان اثربخشی تدریس با استفاده از راهبردهای مطالعه به روش آموزش الکترونیک بر اشتیاق تحصیلی و سرزندگی تحصیلی دانشآموزان انجام پذیرفت.<br />روش: پژوهش حاضر از نوع نیمه آزمایشی با طرح پیش آزمون و پس آزمون با گروه کنترل بود. جامعه آماری کلیه دانشآموزان پسر یازدهم متوسطه شهر تبریز در سال تحصیلی 1399-1398 به تعداد 10412 نقر بودند که از بین آنها تعداد 36 نفر به روش تصادفی خوشهای چند مرحلهای انتخاب و به صورت تصادفی در دو گروه 18 نفری آزمایش و کنترل قرار گرفتند. برای انجام پژوهش ابتدا در شرایط یکسان از هر دو گروه پیش آزمون با استفاده از پرسشنامه اشتیاق تحصیلی Fredricks(2004) و سرزندگی تحصیلیDehghanizadeh and Hossein Chari(2010) به عمل آمد و سپس بسته آموزشی راهبردهای مطالعه به مدت 8 جلسه تهیه شده با استفاده از نرمافزار Camtasia sudio در فضای مجازی به گروه آزمایش ارائه شد، درحالی که در طول این مدت گروه کنترل هیچگونه مداخلهای را دریافت نکردند. پس از اتمام جلسات آموزشی بر روی گروه آزمایش از هر دو گروه در شرایط یکسان پس آزمون به عمل آمد.<br />یافتهها: نتایج تحلیل کواریانس نشان داد که آموزش راهبردهای مطالعه سبب افزایش اشتیاق تحصیلی و سرزندگی دانشآموزان میشود. به طور کلی نتیجه این پژوهش نشان داد برای افزایش اشتیاق تحصیلی و سرزندگی در دانشآموزان، استفاده از آموزش راهبردهای مطالعه موثر است.https://trj.uok.ac.ir/article_62237_eb533af836524df40c4c3618921154d5.pdfدانشگاه کردستانتدریس پژوهی2476-56869420211222Causal model of students' academic goal orientations in academic optimism; The mediating role of self-regulationالگوی علی جهت گیری های هدف تحصیلی دانش آموزان درخوش بینی تحصیلی ؛ نقش واسطه ای خودتنظیمی22320062241FAابوالفضل فریدگروه علوم تربیتی- دانشیار دانشگاه شهید مدنی اذربایجان- تبریز- ایران0000-0003-3488-1961رامین حبیبی کلیبرگروه علوم تربیتی -دانشیار روانشناسی تربیتی- دانشکده علوم تربیتی و روان شناسی - دانشگاه شهید مدنی آذربایجان تبریز- ایرانکیهان عبدیکارشناس ارشد روان شناسی تربیتی، دبیرآموزش و پرورش شاغل در شهرسنندج، سنندج، ایران.Journal Article20210908Simultaneous With Expansion positive psychology , Attention to the Structures of personality Based on cognition Positive Trend was Increasing. One of the most important of these structures is optimism. Another variable that can affect academic optimism is goal orientation . goal orientatons are same reasons or goals of students to engage in specific learning tasks.. Early research focused on two type of goal orientations ; Mastery goals in which the main focus is on mastery of learning tasks, and performance goals whose main focus was on competencies compared to others (Pintrich, 2000). (lin & et al 2017). In other words, the goals set by the students are also different. The main and most central division is the division in which students ; 1- tend to Creating competencies or 2- Demonstrating their competencies to others, which is in fact the same as performance and mastery goal (dwek, 1986). This dualism provided the ground for further progress in this field. Thus, the performance goals were divided into two parts; mastery goals (ie, the desire to show competence) and avoidance performance goals (ie, avoidance of competency) (Elliot & charch, 1997). Later, the dual division of avoidance - the tendency to mastery goals - also expanded. Thus, mastery approach (in the desire to be learning and desire to learn) and mastery avoidance (ie the tendency to avoid misunderstanding or failure in learning). Thus, a four-dimensional model of mastery and performance was created (et al, 2020) . (Tuominen Academic goal orientations are related to academic achievement and study-related activities such as self-regulation. According to theoretical principles, one of the other variables that can be related to students' academic optimism is academic self-regulation (wang & yang, 2020). self-regulation is concentrate of Thoughts, behaviors and emotions to achieve goals (Zimmerman, 1989, 2000) . Self-regulation Persons Are peoples who that select Goals For Self-selection and select strategies that suitable for learning goals maintains their Motivation for learning and Monitoring Your performance and evaluates self improvement toward goals. Self-regulated learning strategies are of four types. three of which are adaptive and one of which is unadaptive ( Zimmerman, 2000); The first strategy is to motivate and accept responsibility[1] for learning by students. This means that they have a responsibility to learn and progress and take responsibility for it. This is clearly a basic prerequisite for learning. The issue of accepting responsibility can manifest itself in preparing for classes, completing assignments on time, working hard, controlling efforts, and also tending to work hard. Ability to focus[2], The second strategy is self-regulation, which includes focusing on study activities and the ability to maintain control over failures and weaknesses that can make it difficult for students to achieve the tasks at hand. Concentration and attention enable the student to maintain and implement effective learning methods. The third strategy is information processing, ie expansion and reasoning, which represent metacognitive strategies. In fact, it reflects the deeper levels of information processing and has been shown to create active cognitive engagement in learning. But the fourth strategy for self-regulation, is self-handicapping that is incompatible way for self-expression [3] , and inconsistent motivational strategy to maintain and increase self-esteem. Some students deliberately postpone the study so that if they do not get the desired result, they attribute it to the delay in the study rather than not having a disability. Self-handicapping cause students to focus on other factors instead of focusing on their disabilities. This strategy is non-constructive and especially becomes more non-constructive over time<br />. The aim of this study was to determine the causal pattern of students' academic goal orientations in academic optimism with a mediating role of self-regulation. The method of this research was descriptive and correlational and the statistical population included all male and female high school students in Sanandaj in the amount of 4300 people. The research questionnaires were distributed among students and collected after their completion. Distorted questionnaires were discarded and full questionnaires were analyzed. According to Morgan's table, 351 of them were to be selected as the sample. Data collection tools were: Elliott and McGregor Objective Orientation Scale Questionnaire (2001), Beauford et al.'s (1995) Academic Self-Regulation Questionnaire, and Shannon, Moran et al. (2013) Academic Optimism Questionnaire. Data were analyzed using LISREL software and structural equation modeling. The results of the analysis indicate that; Students' performance orientation does not directly play a significant role in academic optimism, but indirectly plays a role in optimism through academic self-regulation. Academic self-regulation plays a mediating role for both functional and mastery orientations. And mastery orientation with academic self-regulatory mediation, academic optimism, is more effective than functional orientation with self-regulatory mediation (P≥0.05). additionally The results of the analysis showed that the goal orientation of performance , mastery and performance avoidance are not directly related to academic optimism, but mastery of avoidance has a direct negative relationship with academic optimism. This means that the more mastery there is - the greater the feeling that one is more inclined to stay away from learning and learning - the lower one's academic optimism. By being precise in the meaning of mastery orientation and that mastery orientation is merely a desire to know and show good performance or avoid failure and show inability to perform, it seems that the goal orientation structure should not have the necessary energy to influence academic optimism. Have. It was also found that the orientations of mastery and performance are related to self-regulation and both of these orientations have a direct effect on academic self-regulation. On the other hand, it was found that self-regulation has a significant effect on academic optimism. Thus, it can be concluded that among the four goal orientations, the orientations of mastery and performance have an effect on academic optimism through academic self-regulation.From this research, it can be concluded that in order to create academic optimism, with according to the empirical background can lead to academic achievement, it is possible to create a learning atmosphere and context in which mastery orientations are more dominant than avoidance orientations for fostering Self-regulation in students. One of the results of creating self-regulation can be academic optimism, which significantly determines academic achievement. Teachers and those in charge of education can also be made aware that goal orientation does not directly lead to academic optimism, but one should expect self-regulation through which we see academic optimism in students.<br />The results of this research can be used by researchers and enthusiasts in this field. Teachers can also use the results in teaching and classroom management.پژوهش حاضر باهدف تعیین نقش واسطهای خودتنظیمی در رابطه بین جهتگیریهای هدف تحصیلی و خوشبینی تحصیلی دانش آموزان صورت گرفت. روش پژوهش توصیفی- همبستگی با تأکید بر معادلات ساختاری بود؛ و جامعه آماری را کلیه دانشآموزان دختر و پسر دوره دوم متوسطه شهر سنندج (4300 نفر) تشکیل میدادند. برای تعیین حجم نمونه از جدول کرجسی و مورگان استفاده شد و تعداد 351 بهعنوان نمونه انتخاب شدند که گزینش آنها با استفاده روش نمونهگیری تصادفی خوشهای صورت گرفت. جمعآوری دادهها با استفاده از سه پرسشنامة جهتگیری هدفِ الیوت و مکگریگور، پرسشنامه خودتنظیمی تحصیلی بوفارد و همکاران و پرسشنامه خوشبینی تحصیلی شانن، موران و همکاران صورت گرفت و پایایی آنها به ترتیب؛ 83/.، 87/0 و 94/0 به دست آمد. تجزیهوتحلیل دادهها به کمک نرمافزارهای SPSS و LISREL صورت پذیرفت. نتایج تحلیل نشان داد که؛ جهتگیری عملکردی دانش آموزان مستقیماً نقش معنیداری در خوشبینی تحصیلی ندارد ولی با واسطة خودتنظیمی تحصیلی، بهصورت غیرمستقیم در خوشبینی نقش دارد. خودتنظیمی تحصیلی برای هردو نوع جهتگیری عملکردی و تبحری نقش واسطهای ایفا میکند. جهت-گیری تبحرگرایی با واسطهگری خودتنظیمی تحصیلی، بر خوشبینی تحصیلی، اثربخشی بیشتری از جهت-گیری عملکردی با واسطهگری خودتنظیمی دارد (05/0≥P).https://trj.uok.ac.ir/article_62241_290b00160198723e6211bcdaa547252e.pdfدانشگاه کردستانتدریس پژوهی2476-56869420211222Challenges faced by Farhangian University in education of social reformer teachers from student teachers’ perspectiveچالشهای پیشپای دانشگاه فرهنگیان در تربیت معلمان مصلح اجتماع از منظر دانشجومعلمان25322462242FAمراد یاری دهنویبخش علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر ، کرمان، ایرانسارا اسدپوربخش علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر، کرمان، ایران0000-0002-8983-2393Journal Article20210925One of the main missions of teacher training centers and Farhangian University is to train teachers and educators who are engaged in culturally and socially benevolent activities. Such teachers can engage in humanitarian work beyond their teaching practice, ideas, and character and transcend the boundaries of their classroom to influence the local and national community throughout history. The history of the educational system in each country is replete with practical and theoretical influences of such teachers. After many ups and downs, the Iranian teacher training system was finally handed over to Farhangian University in 2012, and all teacher training centers and educational campuses were integrated into Farhangian University. According to the Articles of Association of Farhangian University, it can be argued that Farhangian University seeks to train a generation of future teachers and educators in Iran whose mission is beyond mere daily teaching to include transformation, philanthropic activities, and social activism in the classroom, school, and local community at both national and international domains. In other words, teachers with their unique characteristics (knowledge, attitudes, and skills) are the most important factor for conducting reforms in the education system, which act as the heart of the system and specify and guarantee the movement and direction of other components. Thus, the realization of any cultural and social reforms and, consequently, educational reforms depends on the engagement of teachers in implementing the reforms. It should be noted that teachers' reaction to any change to make reforms can be twofold; The teacher can be the “source of inspiration and influence” or merely a "tool" for the performance of others' plans and ideas. Thus, the main mission of Farhangian University is to train a new generation of teachers and educators who are thoughtful, active, and social reformists. To this end, following theoretical frameworks such as social reconstruction theory and critical theory about the mission of teachers and educators, the present study seeks to explore the main challenges faced by Farhangian University in training benevolent and philanthropist teachers based on the lived experience of student-teachers at Farhangian University. The insights from this study can induce collective reflection on identifying and solving these challenges. Using a phenomenological approach, the present study tried to explore and elucidate the lived experiences of student-teachers about the challenges facing Farhangian University in training socially active teachers. The participants in this qualitative study were 70 male student-teachers of Farhangian University, Khajeh Nasir al-Din Tusi Campus in Kerman. The participants were selected using purposive sampling from students in different fields including mathematics education, biology education, and primary education, who had completed at least three to four semesters of their academic program. The collected data were analyzed according to Colaizzi’s (1978) method as follows: (1) Reading all the descriptions and research data to get a general understanding of them, (2) Returning to each of the narratives and specifying significant statements in line with the objectives of the study, (3) Formulating the themes underlying the significant statements identified in the previous stage, (4) Condensing and merging the meaning units and organizing them into main categories and subcategories. The findings of the study were reviewed and confirmed through peer checking (by the members of the research teams) and member checking (by the participants). Analysis of lived experiences of the student-teachers revealed 9 main challenges and 37 sub[1]challenges facing Farhangian University. The results of the phenomenological analysis of the lived experience of student-teachers during their academic studies at Farhangian University indicated that the university has not been able to have a lasting impact on students in line with this basic mission. Problems in the recruitment system, training and employment of student-teachers in Farhangian University, the failure to role model benevolent and philanthropist teachers in formal and informal education, the lack of a social and cultural critique atmosphere, the lack of authentic training in most educational programs, the dominance of trial issues over important matters during academic studies, underestimation of teaching specialized knowledge in different teacher training fields, the gap between theory and practice in the teaching-learning process, individual ontological and psychological factors, lack of facilities and the decline of students’ dreams and motivations in the dormitory and university were found as the most important challenges faced by Farhangian University in training benevolent and philanthropist teachers from the perspective of student-teachers. Following the findings of the study, the challenges highlighted in student-teachers’ narratives can be summarized in 9 main (organizing) themes and 37 (basic) subthemes. Alternatively, these challenges can be addressed based on the grounded-theory framework. Analysis of the challenges based on the second approach shows that these challenges do not have the same position, weight, and significance in creating problems in training benevolent and philanthropist teachers at Farhangian University. Accordingly, 226 ? the challenges in the recruitment system, problems related to the training and employment of student-teachers, and lack of facilities are among the underlying and fundamental challenges lowering the quality of teacher training courses in this university. Thus, these challenges must be addressed fundamentally and review and overcome the problems faced by Farhangian University in training benevolent and philanthropist teachers. Moreover, the lack of authentic training in most cultural and educational programs and the failure to role model benevolent and philanthropist teachers in formal and informal education are regarded as contextual and intervening issues in training philanthropist teachers. In other words, these challenges are related to the contextual and educational conditions of students in Farhangian University, which indirectly and negatively affect their capacities to develop as social activities and reformists. The quality of teachers’ teaching practices, underestimation of teaching specialized knowledge in different teacher training fields, and the gap between theory and practice in the teaching-learning process are challenges related to procedures and mechanisms involved in the transformational development of student[1]teachers at Farhangian University. Finally, the decline of students’ dreams and motivations in the dormitory and university and individual ontological and psychological factors are some of the challenges that affect the outcomes of teacher development in the philanthropic domain. Such a holistic and situation-oriented perspective in depicting the challenges facing Farhangian University in training philanthropist teachers who are transformative and active in the community can reflect a pathological approach to the university's shortcomings in this area and lead to effective policymaking measures to overcome them. Besides, this perspective can contribute to reviewing and improving the university's formal and informal curricula in some respects.یکی از رسالتهای اساسی مراکز تربیت معلم و دانشگاه فرهنگیان، آمادهکردن و تربیت معلمان و مربیان مصلح اجتماع و فرهنگ میباشد. معلمان و مربیانی که دامنه تأثیرگذاری عمل تدریس، اندیشه و منش معلمی آنها، مرزهای کلاس درسشان را درنوردد و اجتماع محلی و ملی زیستبوم تربیتیشان را در طول تاریخ، متأثرسازد. تاریخ نهاد تعلیم و تربیت در هر کشوری، از ردپای قلم و قدم چنین معلمان مصلحی سرشار است. به نظر میرسد دانشگاهنوپای فرهنگیان در ایران، برای تربیت چنین معلمان و مربیان مصلح اجتماع، با چالشهای زیرساختی و روساختی جدی مواجه است. هدف این پژوهش کیفی پدیدارشناسانه، ارزیابی نقش و عملکرد دانشگاه فرهنگیان در تحقق این رسالت مهم و چالشهای پیشپای آن از منظر دانشجومعلمان میباشد. بدین منظور تجارب زیسته 70 دانشجومعلم دانشگاه فرهنگیان کرمان، با روش پدیدارشناسی، مورد بررسی قرارگرفتهاست. نتایج تحلیل و روایت تجریهزیسته دانشجومعلمان در این موردحکایت از وجود ۹ چالش اصلی و ۳۷ چالش فرعی پیشپای دانشگاه دارد. از این رو، براساس پدیدارشناسی تجربه زیسته دانشجومعلمان طی دوران دانشجوییشان در دانشگاه فرهنگیان کرمان میتوان گفت که دانشگاه نتوانستهاست در راستای این رسالت اساسی خود تأثیرماندگاری بر دانشجویان بگذارد. سهلانگاری اهمیت آموزش دانش تخصصی در رشتههای مختلف معلمی و دبیری، عدم الگوپردازی معلمان مصلح ایران در تربیت رسمی و غیر رسمی دوران دانشجویی، انگیزه زدایی از دانشجویان، حضور کمرنگ فضای نقدسازنده، پراهمیتبودن «حاشیه» نسبت به «متن» در دوران دانشجویی، و ... برخی از مهمترین چالشهای فراروی دانشگاه فرهنگیان در تربیت معلمان و مربیان مصلح اجتماع از نگاه دانشجومعلمان میباشند.https://trj.uok.ac.ir/article_62242_07a863c0694364c83d35f77f52cb820f.pdfدانشگاه کردستانتدریس پژوهی2476-56869420211222Effect of teaching physics whit a modeling approach on improving student's learning and eliminate misconceptionبررسی تاثیر آموزش فیزیک با رویکرد مدل سازی بر بهبود یادگیری و رفع کج فهمی های دانش آموزان27225462235FAابوالفضل عزیزیدبیر - دبیرستان - دامغان - ایرانفاطمه احمدیدانشیار دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجایی تهران. ایران0000-0002-9295-3014جاوید ضمیرانوریاستادیار دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجایی تهران. ایرانرضا رشیدیاستادیار دانشکده علوم پایه، دانشگاه تربیت دبیر شهید رجایی تهران. ایرانJournal Article20210821Purpose: All human developments and accomplishment are resulted from learning. it is necessary to use the new teaching methods that are essential for learners' conceptual learning. One of these teaching methods, teaching method with a modeling approach, which in that are used from real-world problems to explain of lesson topics and students solve the problems in groups which can lead to a conceptual understanding of the content. The purpose of present the effect of teaching physics with a modeling approach on improving students' learning and eliminate Misconception<br />Method: For this purpose, we selected A sample with multi-stage cluster sampling method of 40 people from the Statistical Society students of Experimental second male students. And they were randomly divided into experimental and control groups. In order to assessment of learning and eliminate Misconception, we benefit from some tests that we have evaluated their validity and reliability. In data analysis, was used descriptive statistic, analysis of covariance, Kolmogorov-smrinov test and chi-square testing.<br />Finding: The results showed that: teaching by modeling on academic achievement and correcting misconception has a positive effect. In fact, the research results indicate that modeling can improve the process of formation of knowledge structure in learners and thus increase their understanding of the concepts of science.This subject can be important for teachers of experimental sciences and Trustees of science education.<br />abstract text<br />In the contemporary era, education based upon learning theories has become a major and important issue. New educational methods seek to develop creative and innovative citizens who are ready to live in the new era. We may say that the main mission of education and development is enabling all individuals to fully develop their talents and recognize their creative abilities. Although this goal might seem difficult and far-fetched, it is a crucial step to creating a fair world which is a better place to live. With the current approach, physics is a difficult science based upon mathematics which can be understood only by the few talented and capable students. However, understanding the ideas hidden behind most of the concepts of physics and its applications are beyond the capabilities of everybody. There are new techniques through which links can be established between physics and the real world. Utilizing the modeling method can be really effective as real questions are utilized.<br />A modeling problem can show a comprehensive and full picture of application of physics in society to students.In the new methods, transferring knowledge through teacher and books to students and bonuses have been replaced by building knowledge through significant learning. Misconceptions have a great influence on the learning level of the students and are a great barrier in gaining knowledge . Despite the great efforts made by teacher, students do not get to realize the basic ideas and views in the class.One of the main features of a modeling problem is that it must be situation-based and adapted from the real world.In the present research, teaching through modeling is the independent variable and educational development and misconceptions are dependent variables. To measure the educational development of the students, the homogeneity of both experiment and witness groups in the pretest were investigated and finally the correctness of the hypotheses was checked.<br />The present research is conducted through the quasi-experimental method through pretest and post-test for the control and experiment group.For this purpose, pretests were administered on experiment and control groups. As for the experiment group, lesson plans were prepared for each session and problems associated with the real world were put forward, and students were asked to discuss the questions with other members of the group and solve them.<br />The data collection tool in this research is a researcher made questionnaire whose validity and stability were confirmed and measured by physics instructors and experienced teachers. Cronbach’s alpha was utilized to measure the validity of questions. In the present research, teaching through modeling is the independent variable and educational development and misconceptions are dependent variables. To measure the educational development of the students, the homogeneity of both experiment and witness groups in the pretest were investigated and finally the correctness of the hypotheses was checked.<br />The present paper sought to answer this question whether modeling teaching method can result in educational progress of the students and remove their misconceptions or not.we can say that modeling is one of the active methods of teaching. In other words, as the unilateral role of the teacher in class becomes less and less, the role of the students in learning becomes more prominent and the level of interaction between students and teacher enhances. This results in development of individual skills and their prosperity. In this method, students participate in discussions, interpret data, propose new methods for solving problems, describe solutions and explain concepts through their own words.Describing the reason, we can say that as modeling method utilizes problem solving in the form of group work, students will have a higher sense of responsibility and express their ideas without fear and discuss and exchange their ideas. Furthermore, they will have time to realize their mistakes and analyze the examples taken from the real world, thus some of their misconceptions will be removed.<br />These results are in line with the researches conducted by Koballa et al (1998), Symeou (2005), Rosenquist and Mc Dermot (1986) and Redish (2003).<br />Koballa et al (1998) have pointed to this fact that the level of students’ comprehension through modeling goes up and this will result in signification of their knowledge structure.<br />A paper has been written by Ronsokit and Mc Dermot titled(1986). This article is based on the observation of real movements and develops a conceptual understanding of cinematic concepts.<br />Symeou (2005) in his paper titled “Translation of structuralism in educational design: potentials and restraints” states that teachers need to put students in center in the process of gaining significant learning. Teachers must switch from class reference to guide, consultant and facilitator of learning. They must also use real issues for educational materials and goals.<br />Redish (2003) in a paper titled “Teaching physics with the physics suite” state that researches indicate modeling enhances the students’ level of comprehending scientific concepts and it helps give significance to concepts.هدف: تمام پیشرفتها و دستاوردهای بشری محصول یادگیری است. با توجه به اهمیت آموزش علوم، استفاده از روشهای نوین تدریس برای یادگیری مفهومی فراگیران ضروری است. یکی از این روش ها، روش تدریس با رویکرد مدل سازی است که در آن، برای تشریح مباحث درسی از مسائل دنیای واقعی استفاده میشود و دانش آموزان به صورت گروهی این مسائل را حل می کنند که میتواند به درک مفهومی مطالب منجر شود. هدف از پژوهش حاضر، بررسی تاثیر آموزش مفاهیم فیزیک به روش مدلسازی بر بهبود یادگیری و رفع کج فهمی های دانش آموزان است.<br />روش: برای این منظور یک نمونه با روش نمونه گیری خوشه ای چند مرحله ای به حجم 40 نفر از جامعه آماری دانش آموزان پسر سال دوم تجربی شهرستان دامغان انتخاب شد و به طور تصادفی ساده در دو گروه آزمایش و کنترل قرار گرفتند. برای سنجش یادگیری و رفع کج فهمی های دانش آموزان از آزمون محقق ساخته که روایی و پایایی آن سنجیده شده، استفاده گردید. در تحلیل دادهها از شاخص های آمار توصیفی، تحلیل استنباطی کواریانس، آزمون کلموگراف اسمیرنوف و خی دو استفاده شد.<br />یافته: نتایج این پژوهش نشان داد که آموزش به روش مدلسازی بر بهبود یادگیری و اصلاح کج فهمیها تاثیر مثبت دارد. در واقع نتایج تحقیق حاکی از آن است که با مدلسازی می توان فرآیند شکل گیری ساختار دانش در فراگیران را بهبود بخشید و میزان درک آنها را از مفاهیم علوم افزایش داد که می تواند برای مدرسان علوم تجربی و متولیان آموزش علوم حائز اهمیت باشد.https://trj.uok.ac.ir/article_62235_384b0790c53f744f7fc56bb21c51bb4b.pdfدانشگاه کردستانتدریس پژوهی2476-56869420211222Training of Marketing Tools on the Basis of Cyberspace and Its Effect on Customer Loyalty: Case Study of Bank Shahrآموزش ابزارهای بازاریابی بر بستر فضای مجازی و تأثیر آن بر وفاداری مشتریان: مطالعه موردی بانک شهر29927362231FAسید محسن طباطبایی مزدآبادیدانشجوی کارشناسی ارشد مدیریت بازرگانی، گروه مدیریت ، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایرانعلی فائضاستادیار گروه مدیریت مالی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایرانJournal Article20210810In today's competitive and dynamic world of banking, large-scale marketing goals cannot be achieved without considering marketing communications and training marketing tools for loyal customers.Today's world is a world of rapid and vast changes in all dimensions.There is no doubt that all countries in the world in close competition seek to enjoy economic, social, cultural benefits, etc., especially to receive a greater share of income and profits and thus improve quality through the use of information technology. Intense focus on service quality makes the product valuable to the customer and leads to their loyalty, and is one of the most common tools that marketing managers use to inform and persuade customers to direct their persuasive communications to their target buyers and communities. , Are the platform of cyberspace and marketing tools. In today's competitive and dynamic world of banking, I can not achieve the goals of specialized training without considering the communication and marketing tools for loyal customers. Intense quality service makes the product useful to the customer and increases their loyalty, and is one of the most common tools that managers choose to build and persuade customers to direct their persuasive communications to others and their target communities. they do. They are used as a platform for cyberspace and marketing tools. The present study, in terms of the time of the first nine months (1400), is "applied" in terms of purpose and correlational in nature and "descriptive-survey" in terms of nature. The research population of this research was the branches of Semnan Shahrestan Bank and the statistical sample in this research was the selection of 150 loyal customers of this bank. After collecting the data, the researcher used Smart PLS software to analyze it, and in the end, the results show that only among the variables "marketing tools through cyberspace", "brand awareness", "customer satisfaction" There is a significant relationship between customer loyalty. In recent years, marketing for items other than goods has expanded greatly, including the marketing of educational services. By directing their activities towards services, marketing managers should raise their awareness of new methods of marketing various types of services, including the marketing of educational services. educational services; It includes activities that are necessarily intangible and are offered from one person to another without leading to ownership.A tool for active development of goals, values and products for partners, employees and the larger community, strategic partner, knowledge developer and facilitator of economic capital and society, a management process that requires planning, analysis, resource allocation, control and investment, Clear Educational objectives and policy unification to provide satisfied customers with educational services.Undoubtedly, cyberspace today has an inevitable role in advancing programs and socializing people, and they are used to shape public opinion and guide people and decisions in the desired direction; So that parallel governments and institutions in charge have enjoyed unparalleled power in the domestic arena. In the present age, technological progress, especially cyberspace, plays a high role and place in socializing people.Recent advances in technology, especially in the field of Internet and cyberspace, have led more and more individuals and organizations to interact with each other to achieve personal and organizational goals in cyberspace. As the number of people accessing the Internet increases, so does the importance of knowing how and why this digital environment and how it operates. We should note that the increasing use of cyberspace and social media has become very popular these days, which has had a significant impact on the relationship between sellers and customers and how customers engage with the brand.Studies by Blasco Arkas et al. (2016) show that both major brands (70%) and small businesses (80%) use social media to grow their business and make the most of Users have made purchasing decisions using online studies, online interviews, social information and trust in interviews as personal recommendations. Today, marketing activities in cyberspace have a great impact on today's markets, and customers first gather information about their goods or services from the Internet and virtual networks before buying. The issue of customer involvement and loyalty has attracted a lot of attention in recent years. This is because customer engagement is related to many important indicators of brand performance. Not surprisingly, many of these online brand interactions occur through social media. Customers who engage with their brand online communities feel more connected to their brand, have more trust in their favorite brands, have a higher level of satisfaction with their brand, and are more loyal to their brand.Marketers should be aware that as people become more inclined to cyberspace and online, their desire for traditional methods decreases. This reduces their focus on other communication channels, resulting in reduced cost[1]effectiveness and marketing activities, and changes in customer engagement methods. Therefore, in such a situation, one of the problems facing businesses is the awareness of the factors affecting customer engagement in cyberspace, and to the extent that these factors are aware, they can increase their customer engagement in cyberspace and in Ultimately, it has made the company more profitable and they can continue their activitiesBut the advancement of communication technology and the advent of the Internet and other media has increased consumer awareness and thus raised their expectations. Therefore, if organizations can use cyberspace tools in new marketing approaches to achieve a higher level of customer satisfaction, they can create loyal customers, for life, and in this case, engaging customers in cyberspace to The title is an important background for loyalty. With the advent of private banks in the Iranian economy, competition to attract customers has increased.Social media has changed the way people communicate, and companies have created their websites based on social networking sites so that they can interact and communicate directly with consumers. On the one hand, social media has a powerful function to convert customers 'offline social networks to online, therefore, it can serve as an effective platform for companies to use customers' social networks and expand rapidly. Information to be served to a large number of potential customers. Therefore, this study intends to study the marketing tools and cyberspace platform and its effect on customer loyalty of Bank Shahr so that the results of this research can provide the necessary information and knowledge to develop and improve the performance of managers and experts of this bankدر دنیای رقابتی و پویای صنعت بانکداری امروز، نمیتوان بدون در نظر گرفتن ارتباطات بازاریابی و آموزش ابزارهای بازاریابی برای مشتریان وفادار به اهداف بازاریابی در مقیاس گسترده دست یافت. تمرکز شدید درخصوص کیفیت خدمات باعث ارزشمندشدن محصول از نظر مشتری و موجب وفاداری آنها میشود و یکی از متداولترین ابزارهایی که مدیران بازاریابی جهت آگاه ساختن و ترغیب مشتریان برای هدایت ارتباطات ترغیبکننده خود به سوی خریداران و جوامع هدف خود از آن استفاده میکنند، بستر فضای مجازی و ابزارهای بازاریابی میباشند. هدف از انجام این پژوهش، بررسی تأثیر بهرهگیری از ابزارهای فضای مجازی بر وفاداری مشتریان در بانک شهر استان سمنان می باشد. تحقیق حاضر از نظر زمان انجام تحقیق، نه ماه اول سال 1400، ازنظر هدف، کاربردی و از نوع همبستگی و از لحاظ ماهیت، توصیفی - پیمایشی میباشد. جامعه تحقیق این پژوهش، شعب بانک شهر استان سمنان و نمونه آماری در این تحقیق، مشتریان وفادار این بانک به تعداد 150 نفر میباشد. از نرمافزار PLS Smart برای تجزیه و تحلیل دادهها استفاده شده است. نتایج نشان دادند فقط میان متغیرهای «آموزش ابزارهای بازاریابی از طریق فضاهای مجازی»، «آگاهی از برند» و «رضایت مشتریان» بر وفاداری مشتریان رابطه معناداری وجود دارد.https://trj.uok.ac.ir/article_62231_67e8a1997cfbf4f55c1404624f381560.pdfدانشگاه کردستانتدریس پژوهی2476-56869420211222Activism of Parents and Teachers of Education Challenges and Innovations in the Covend Pandemic 19: A Qualitative Study Based on a Phenomenological Approachکنشگری والدین و معلمان از چالشها و نوآوریهای آموزش در دوران پاندمی کووید 19 : پژوهشی کیفی مبتنی بر رهیافت پدیدارشناختی32530062262FAمرضیه شهریاریاستادیار گروه علوم اجتماعی، دانشگاه شهید چمران اهواز، اهواز، ایرانزهرا شیرازیکارشناس ارشد جامعه شناسی دانشگاه شهیدچمران اهواز، اهواز، ایرانJournal Article20210829Objective: In the current situation, students face fears and anxieties in the face of the public environment and people in the community; They think that in contact with others and the polluted environment of society, something bad will happen to them or they will be threatened with dangers, which may lead to their isolation and anti-socialization in the coming years. The main purpose of this study is to identify the challenges and innovations of education during the Covid 19 pandemic. The present study has been carried out by adopting an interpretive approach and with the aim of understanding the process of shaping the experience of e-learning following identifying the challenges of e-learning in the corona and changing the world of students by focusing on the experiences of actors in this field in Khuzestan province. Therefore, in line with the above, the main question of the present study is how do stakeholders interpret the opportunities and challenges of e-learning and what are the implications of this interpretation? What are the consequences of these conditions? Method: The present research is methodologically qualitative in terms of phenomenology. Phenomenology provides a deep understanding of a phenomenon as experienced by several individuals and its main purpose is a comprehensive description of the phenomenon of everyday experience and to gain an understanding of the basic structures of the phenomenon itself. Participants in the present study include some parents and teachers of primary school students in Khuzestan province in the academic year 1399-1400, who are active and busy in cyberspace during school holidays, according to the schedule provided by the Ministry of Education. They have been teaching. The research tool was a semi[1]structured interview. To select the subjects, a purposeful approach was used, and finally 20 stakeholders related to the subject, including educators (10 people) and parents (10 families with children aged 6 to 10 years in Khuzestan province (Hindijan, Mahshahr, Shousha, Ahvaz, etc.) were included in the group of participants.Data analysis was performed using thematic analysis method.The interviews were conducted with prior coordination and in a private environment with respect to the moral rights of the subjects and privacy through allocation The duration of each interview was between 30 and 45 minutes.On average, each interview was also recorded by audio recording for analysis after obtaining permission from the interviewees. Findings: According to the research results, it can be said that Corona pandemic on the one hand develops skills and learning experience, increases the skills and educational creativity of all stakeholders and on the other hand results in aggression, depression and isolation, delay in socialization of children, increase individualism And social isolation has led to the abandonment of cyberspace. Capacity building of this issue requires that the teaching methods used by teachers should be based on the knowledge of their learners' learning capacities and the individual differences that exist between learning styles. Present it in a way that learners can learn it effectively. The findings show that a four-step process related to the formation of bio-online in the Corona can be identified, during which children's lives in the first step, after being affected by transformational shocks. Eclipse becomes a challenging situation, then natural and eventually stabilized bio-online. Each of these stages has requirements and mechanisms that affect the process of bio-online formation and its continuation and survival. Conclusion: Based on what was found in the research findings section, the most important consequences of e-learning regarding educational challenges in the Corona and post-Corona eras due to the virtual nature of education, it can be said that students' literacy level has become very different from in-person education. They were. Because many parents and friends took the test and class instead of the learner, and the student was either asleep or resting during class. On the other hand, many communication steps were taken by the student to take the test, which again it took the teacher the possibility of accurate assessment. Also, decrease in material well-being of children, aggression, depression and isolation, delay in socialization of children, decrease in self-confidence and inability to make decisions, academic and scientific decline of students, decrease in puberty in 302 ? children, increase in individualism and social isolation, decrease in puberty Children are abandoned in cyberspace, assertiveness in cyberspace, trusting another big one in cyberspace, imitating celebrities are other consequences of e[1]learning. In addition to the proposed consequences, the most important opportunities of virtual education are the development of students 'learning skills and experience, increasing teachers' teaching skills and creativity, environmental effectiveness, determining the valuable role of school in education and increasing educational productivity. One of the most important e-learning opportunities is the passage of time and place, which allows different people to access e-learning. In addition, e-learning has the potential to lead to educational justice if the infrastructure is provided. According to the findings of the present study, in the case of strategies and strategies for the development of virtual education, factors such as; Educational policy in line with new media planning and policy for child welfare, media literacy, development of indigenous infrastructure and design and development of appropriate and attractive content and curriculum were identified.هدف: دانش آموزان در شرایط فعلی در مواجهه با محیط عمومی و افراد جامعه دچار ترسها و هراسهایی هستند؛ بدین صورت که فکر میکنند ممکن است درمحیط آلوده جامعه اتفاق ناگواری برایشان بیفتد یا خطراتی آنها را تهدید کند که این مسئله ممکن است در سالهای آینده منجر به منزویتر شدن و ضد اجتماعی شدن آنها شود. هدف اصلی پژوهش حاضر شناسایی چالشها و نوآوریهای آموزش در طول پاندمی کووید 19 میباشد.<br />روش: روش تحقیق، کیفی از نوع پدیدارشناسی و با استفاده از راهبرد اکتشافی انجام شده است. جامعه پژوهشی<br />شامل 10 خانواده (دارای فرزندان 6 تا 10 ساله) و 10 نفر از معلمان استان خوزستان میباشد که به روش نمونهگیری هدفمند و با لحاظ قاعده اشباع و حداکثر تنوع انتخاب شده است.<br />یافتهها: تحلیل مضامین نشان داد که چالشهای آموزش مجازی شامل 8 مضمون، فرصتهای آن شامل6 مضمون، پیامدها شامل 5 مضمون و راهکارهای توسعه آموزش مجازی شامل 5 مضمون میباشد. با توجه به نتایج تحقیق میتوان گفت پاندمی کرونا از یک طرف باعث توسعه مهارت و تجربه یادگیری، افزایش مهارت و خلاقیت آموزشی کلیه ذینفعان شده و از طرفی پیادهای پرخاشگری، افسردگی و منزوی شدن و انزوای اجتماعی، رها شدن در فضای مجازی را موجب شده است که ظرفیت سازی این موضوع نیازمند آن است که روشهای آموزشی که معلمان بهکار میگیرند با توجه به شناختی که از ظرفیتهای یادگیری یادگیرندگانشان و تفاوتهای فردی که بین سبکهای یادگیری وجود دارد، میبایست محتوا را به نحوی ارائه کنند که یادگیرندگان به نحو اثربخشی آنرا بیاموزند.https://trj.uok.ac.ir/article_62262_cc9186c1629d533766ae6d312074672b.pdf