درخت حوزه‌های تخصصی

Purpose: This research is aimed at The effect of social skills training philosophy, beliefs and tolerance of ambiguity in the junior high school students was conducted. The aim of the present study, the use and the collection of data for quasi-experimental, pretest and post-test with group The control and testing Respectively. Methodology: The statistical population consists of all Secondary school students of Tehran Region 3 in the first semester of the academic year 98-1397 Was (N = 6500) A sample of 30 patients were considered for sampling random cluster sampling was used. Data were collected, Wells' metacognitive beliefs questionnaire (1997), the ambiguity tolerance questionnaire that Lin (1993), Matson Social Skills Inventory (1983) and a philosophy training course for the group Experiment for 13 sessions 60 min. That by "design philosophy lessons for children" was formulated participated. To analyze data Statistical analysis of covariance analysis Was used. Findings: The results obtained showed that social skills training philosophy, beliefs and tolerance of ambiguity impact There. Apply this training method Improve social skills, beliefs and was ambiguity tolerance. Conclusion: So you need to improve social skills, beliefs and tolerance of ambiguity that the purpose of their business flourish of mental Is used and useful means of teaching philosophy in the educational system, he said.

There is little research on the task-based teaching approach in senior secondary L2 English writing classrooms. This study carried out an exploratory sequential mixed methods study to explore the suitability and adaptations of task-based language teaching in the domain of secondary schools in small cities. First, the researcher surveyed six EFL senior secondary teachers of different teaching experiences in China by convenient and purposive sampling to get background information, then had semi-structured interviews with them individually. To followed the interviews, the researcher surveyed 148 students via an online questionnaire also by convenient and purposive sampling. Findings indicated that, although most teachers acknowledged the usefulness of TBLT, they regarded it unsuitable and unfeasible in the context of Chinese senior secondary L2 writing classrooms. Also, students in the study ranked clear instruction and vocabulary increase as the first two contributors in improving their L2 English writing. But half of all students also valued an interesting writing classroom and took it as a third facilitator to develop their writing. Besides, adaptations were suggested to include professional task design, teacher discussion, reward mechanism and teacher profession development. In the future, further research is needed to examine the findings in this study, generalizing them to different contexts, ages and domains, and exploring teachers’ individual differences and their choice of teaching approaches.