آسیب‌شناسی و نقد متون منظوم و منثور فارسی دورۀ اول متوسطه با تکیه بر استعاره، تشبیه و کنایه (تناسب فرم و تدریس)

Learning depends on the process and many factors. One of these factors is the text and selections of the texts based on which the teacher tries to develop a comprehensive intellectual and educational education. Compared to other texts, literary texts have a greater role in the education of children and teenagers because they provide them with the possibility of using imagination and they have a great influence in the cultivation of art and culture in general. This research is a descriptive and analytical method based on pathology and criticism of Persian prose and verse texts of the first secondary school. The necessity of conducting this research is to make the selection of texts more rational in order to achieve better learning in general. The results of the research indicate that: the compilers of the texts did not pay attention to the distribution and dispersion of the arrays in the courses and also the lessons of each course and this, in turn, creates boredom and a sense of fear in the general. On the other hand, the compilers of the texts had a single mission for all the arrays regardless of their nature and role in learning and they did not pay attention to the remoteness of some arrays in comparison with other arrays. The use of irony in the texts of this period is almost more logical. Learning depends on the process and many factors. One of these factors is the text and selections of the texts based on which the teacher tries to develop a comprehensive intellectual and educational education. Compared to other texts, literary texts have a greater role in the education of children and teenagers because they provide them with the possibility of using imagination and they have a great influence in the cultivation of art and culture in general. This research is a descriptive and analytical method based on pathology and criticism of Persian prose and verse texts of the first secondary school. The necessity of conducting this research is to make the selection of texts more rational in order to achieve better learning in general. The results of the research indicate that: the compilers of the texts did not pay attention to the distribution and dispersion of the arrays in the courses and also the lessons of each course and this, in turn, creates boredom and a sense of fear in the general. On the other hand, the compilers of the texts had a single mission for all the arrays regardless of their nature and role in learning and they did not pay attention to the remoteness of some arrays in comparison with other arrays. The use of irony in the texts of this period is almost more logical.Learning depends on the process and many factors. One of these factors is the text and selections of the texts based on which the teacher tries to develop a comprehensive intellectual and educational education. Compared to other texts, literary texts have a greater role in the education of children and teenagers because they provide them with the possibility of using imagination and they have a great influence in the cultivation of art and culture in general. This research is a descriptive and analytical method based on pathology and criticism of Persian prose and verse texts of the first secondary school. The necessity of conducting this research is to make the selection of texts more rational in order to achieve better learning in general. The results of the research indicate that: the compilers of the texts did not pay attention to the distribution and dispersion of the arrays in the courses and also the lessons of each course and this, in turn, creates boredom and a sense of fear in the general. On the other hand, the compilers of the texts had a single mission for all the arrays regardless of their nature and role in learning and they did not pay attention to the remoteness of some arrays in comparison with other arrays. The use of irony in the texts of this period is almost more logical.Learning depends on the process and many factors. One of these factors is the text and selections of the texts based on which the teacher tries to develop a comprehensive intellectual and educational education. Compared to other texts, literary texts have a greater role in the education of children and teenagers because they provide them with the possibility of using imagination and they have a great influence in the cultivation of art and culture in general. This research is a descriptive and analytical method based on pathology and criticism of Persian prose and verse texts of the first secondary school. The necessity of conducting this research is to make the selection of texts more rational in order to achieve better learning in general. The results of the research indicate that: the compilers of the texts did not pay attention to the distribution and dispersion of the arrays in the courses and also the lessons of each course and this, in turn, creates boredom and a sense of fear in the general. On the other hand, the compilers of the texts had a single mission for all the arrays regardless of their nature and role in learning and they did not pay attention to the remoteness of some arrays in comparison with other arrays. The use of irony in the texts of this period is almost more logical.Learning depends on the process and many factors. One of these factors is the text and selections of the texts based on which the teacher tries to develop a comprehensive intellectual and educational education. Compared to other texts, literary texts have a greater role in the education of children and teenagers because they provide them with the possibility of using imagination and they have a great influence in the cultivation of art and culture in general. This research is a descriptive and analytical method based on pathology and criticism of Persian prose and verse texts of the first secondary school. The necessity of conducting this research is to make the selection of texts more rational in order to achieve better learning in general. The results of the research indicate that: the compilers of the texts did not pay attention to the distribution and dispersion of the arrays in the courses and also the lessons of each course and this, in turn, creates boredom and a sense of fear in the general.