درخت حوزه‌های تخصصی

Purpose: This research was conducted with the aim of identifying effective factors on educational reform at the level of national and regional supports for high school mathematics. Methodology: The present study in terms of purpose was applied and in terms of implementation method was qualitative, which was performed in two stages of synthesis research and content analysis. The research environment in the synthesis research stage were all reference texts about recognizing the needs of the high school mathematics curriculum in the period of 2007 to 2020 years, which number of 47 sources were selected as a sample by purposeful sampling method. The research environment in the content analysis stage were all reference texts of educational reform of the high school mathematics curriculum and national and regional support in the period of 2010 to 2020 years, which number of 7 sources were selected as a sample by purposeful sampling method. The content validity of the data was confirmed by 5 experts in the field of curriculum and education of mathematics and their reliability was obtained by the agreement coefficient method between the two coders 0.88. Data were analyzed by synthesis research and content analysis methods via deductive. Findings: The results of synthesis research showed that for the effective factors on educational reform were identified 5 components and 12 subcomponents, which the components included the need to review the curriculum, preparation of teachers to change the curriculum, the need for teacher training, supervision of the education system on the teachers' performance and providing curriculum implementation arrangements. Also, the results of content analysis showed that for the effective factors on educational reform were identified 2 components and 7 subcomponents, which the components included preparation teachers to change the curriculum and providing curriculum implementation arrangements. Finally, the diagram of the effective factors on educational reform at the level of national and regional supports for high school mathematics was drawn. Conclusion: According to the results of this study, planning to improve the education of high school mathematics is essential through the use of effective factors on educational reform.

Purpose: Media literacy plays an important role in teaching and learning curriculum. Therefore, the purpose of the present research was to design and validate the media literacy education model in secondary school. Methodology: This was an applied study in terms of purpose and qualitative in terms of implementation method. The study population for designing the media literacy education model was the specialized council of the thinking and media literacy book department of the country (n=18 people) who were selected by census sampling method. Also, the study population for the validation of the media literacy education model was professors and researchers in the field of communication, Education Department experts and experienced teachers in the field of media literacy, 20 of whom were selected as a sample using the purposeful sampling method. The data collection tool was in-depth interviews in the model design section and calculation the agreement rate in the model validation section. Data analysis was carried out by coding method in MAXQDA ver.10. Findings: The results showed that the model of media literacy education in secondary school consisted of 40 components in 7 categories of media message creation techniques, media unknowns, audience studies, media and lifestyle, media consumption regime, harm of media literacy education and opportunity of media literacy. Also, the model of media literacy education in secondary school had an acceptable validity after calculating content validity ratio (CVR) (0.88) and content validity index (CVI) (0.91) based on the opinion of professors and researchers in the field of communication, Education Department experts and experienced teachers in the field of media literacy. Conclusion: Based on the results of the current research, it seems necessary to plan for the inclusion of media literacy education in secondary school curriculum through the identified components and categories.