درخت حوزه‌های تخصصی

Purpose: The purpose of this research is to design and validate the model of teaching appropriate art for primary school students in Iran. Methodology: The present research is applied in terms of practical purpose, descriptive correlation in terms of data collection and content analysis in terms of qualitative research method and using textbooks and articles of journals and conferences, in order to extract dimensions, components and indicators of learning environment. There has been a change in learning. Then, the experts of educational sciences and psychology, using the Delphi method, after discovering, rejecting or confirming the discovered components, and after calculating the validity and reliability of the researcher-made questionnaire made from the dimensions, components and indicators obtained, provide a qualitative model of art education model. Was. Findings: The results of the present study were based on a model of 61 themes as basic themes and 24 organized themes and 7 comprehensive themes were extracted. Based on the results of this model, 7 indicators of art teaching model include teaching method index including group and individual dimensions, student index which includes dimensions of knowledge, attitude, skill, intelligence and thinking, teacher index which includes dimensions of teaching method, scientific development and promotion. , An index of opportunities that includes the dimensions of culture, heritage, art and art in society, an index of weaknesses that includes the dimensions of parents, education, time, equipment and books and an index of strengths that includes upstream documents and the status of art and finally an index of principles that includes The principle of moderation, the principle of creation, the combination of art with the goals and the principle of freedom. Conclosion: Through the teaching of art, children's skills, creativity, talent, intelligence and imagination can be explored and hidden points in the child's mind can be discovered.

Introduction: This study aimed to provide a model in order to educate professional citizens through knowledge-oriented era of Iran's education system. Methodology: The statistical population of the research consisted of all female and male principals and deputies of governmental elementary schools within cities of Tehran province (N = 11382). The sample size estimated to be 362 people based on the Cochran formula. The data collection tool was a researcher-made questionnaire based on a 5-point scale. Findings: Data analysis was performed by Cronbach's alpha test, Average Extracted Variance (AVE), Square root of AVE, Kolmogorov-Smirnov, Exploratory Factor Analysis, Confirmatory Factor Analysis and Friedman ranking test. Reviewing the research literature for understanding the complexity and extent of theoretical and practical domain of the research in training professional citizenship, and also reviewing the models, theories, and the study components, a global model of educating professional citizens was developed including the components of philosophy, goals, Perceptual framework, procedure of implementation, and system of evaluation and engineering. A survey was conducted through 30 experts of this field in order to determine the degree of quality of the proposed model for presenting the final model through an evaluation questionnaire including the philosophy and objectives of the model, the theoretical foundations, dimensions, components, indices, and mechanisms for educating a professional citizen in the knowledge-oriented era of Iran’s education system. In addition, this questionnaire was confirmed with a scale of 4.64 out of 5. Conclusion: Using this model, the country's education and training system can provide knowledgeable, committed, skilled, and professional citizens for society, knowledge economy and knowledge management in response to the third millennium generation.

Aim: The purpose of this study was to investigate the effectiveness of life skills training on personal-social adjustment and psychological capital of high school students in Tehran during 1397. Methodology: The method used in this study was applied in terms of purpose and in terms of data collection, a quasi-experimental design with pretest-posttest design with control group and random sampling. The statistical population consisted of all female secondary school students in 1397. Using random sampling, 30 students in both experimental and control groups (15 subjects) and control (15 subjects) were considered as the sample size. The experimental group received 8 life skills training sessions, and the control group did not receive any treatment. In order to collect information, two questionnaires, personal-social adjustment (California, 1953) and McGee's Psychological Capital questionnaires (2011) were used. In order to determine the reliability of the questionnaire, Cronbach's alpha coefficient was used and the coefficient for each questionnaire was higher than 0.7. Content validity was also used to assess the validity of the questionnaire, which was approved by the relevant experts. Data analysis was performed using SPSS software in two sections: descriptive and inferential (covariance analysis). Findings: Findings showed that life skills training increased personal and social compatibility of students. Based on the results of the findings, life skills training increased the psychological capital and its components in students(P> .0 / 01). Conclusion: Therefore, it seems that life skills training can enhance students' adaptation and provide effective techniques for increasing psychological capital.

Purpose: The purpose of the present study was to present a model of the effect of social intelligence on teachers' quality of life by explaining the role of risk management. The research method was mixed and implemented with two types of qualitative and quantitative approaches. Methodology: The present study was a mixed (qualitative-quantitative) analysis. The statistical population of the present study included all teachers of North Khorasan province in the academic year of 2018-19. Based on this, 10 of them were selected with the criteria of over 15 years’ experience in educational management and doctorate level and were selected as the sample of the study. The statistical population was 13,800 in the North Khorasan Province Education Department. The statistical sample of the study was 400 people using quantitative Morgan table. In the qualitative part of the study, interview questions were formulated and 10 in-depth expert interviews were conducted with educational experts in the field of educational management. Then, using qualitative theme analysis, the main concepts of index extraction and coding were performed. In the quantitative part of the research, the effect of social intelligence on teacher quality of life was explained by explaining the role of risk management by using interpretive structural modeling method. Findings: The findings of the present study showed that "social intelligence" had an impact on "quality of life" and also social health mediated the relationship between social intelligence and quality of life. Conclusion: Teachers with high social intelligence establish very good social relationships with influential and important people, and this is precisely why their risk-taking on different subject’s increases.