درخت حوزه‌های تخصصی

Nafsat ol-Masdoor is one of the outstanding artificial and technical texts in prose that remained from the Mongol era. This text has not only been mainly written to record historical events, but also, the writer has been intended to explain his biography and problems. The writer uses various literary arts to affect the addressee and one of these components is poetic affection. Affection or sensation as the spiritual background of every artistic work is inner and the most fundamental element in the formation and integration of text. So, studying it seems necessary more than any other element in literary texts. The paper has been aimed at analyzing affection elements in the historical prose of Nafsat ol-Masdoor and studying the poetic nature of the work, in terms of affection presented by it. In the paper, all affectionate approaches have been primarily been studied; then, after a short look at the poetic nature of the historical prose of Nafsat ol-Masdoor , affection element and poetic polishment of it would be studied, in the work. Continuous affection and its high level of coordination in Nafsat ol-Masdoor have made the book exempted from what is considered as pure historical aspect and has created prose poetry so that image element would be completely served in it. The research results have been obtained through library method and based on content analysis.

In the last decade, the tendency to use Blended learning across the globe has grown steadily due to its benefits and attributes, and to address the weaknesses of e-learning and face-to-face Instruction. The purpose of this study was to investigate the effect of Blended Learning based on Gardner's multiple intelligences on students' learning and to compare it with the face-to-face approach. The study population included all students enrolled in Tehran Farhangian University of Primary Education. This quasi-experimental study was carried out with pretest-posttest with  a control group in the academic year of 2016-2017. A total of 40 female college students participated in this study. They were selected by the available sampling method and randomly divided into two groups. Data collecting tools was a questionnaire of multiple intelligence profiles with 80 items, a questionnaire measuring the level of learning by comparing pre and post-test. Both experimental and control groups trained in eight 90-minute sessions. The control group was taught using face-to-face traditional Instruction and the experimental group along with Blended learning and network-based learning, went under Blended Instruction based on multiple intelligences using articulate engage software with educational media (text, audio, image, animation and video). To design learning activities, learners were grouped according to their predominant intelligence, which was measured through the multiple intelligence profile. In both groups, the pre-test and post-test were the same academic achievement. Data analysis was performed using SPSS 19 software. Findings of the research indicate that the level of students' learning in the experimental group has significantly increased in comparison with the control group after having participated in the Blended Learning based on multiple intelligences