چکیده:
The present qualitative research، which aims at recognizing and explaining the Quranic concepts which correspond to the elements and components of curriculum، is mainly concerned with the goals، content and methods and the evaluation of education in the Holy Quran. In the Qur’anic educational system the aims of education are divided into two kinds: ultimate and central. In terms of the content، the Quran generally consist of a set of concepts، principles، rules، methods and techniques which contribute to achieving spiritual and physical education or nurture all human aspects، using such parameters like succession، continuation، moderation، expansion، unity and such educational methods as allegory، dramatization، observation، questioning، study trip، citing an example، admonition، reminding، and reasoning. Achieving this aim requires self-evaluation and external evaluation through trying، temptation، affliction، self-examination and self-watching.
خلاصه ماشینی:
The research findings show that the level of attention to the concept of rationality in the secondary curriculum from the teachers' perspective in the dimensions of thought and reflection, as well as moderation and middle-groundness, was higher than the average, while in the dimensions of insight, the position of science and knowledge, and innovation in the curriculum, attention was less than the average.
83 145 In order to identify and examine the assessment of teachers' opinions regarding how middle school curricula address the concept of rationality in the dimension of insight, and to determine the significance of the related statements, a one-sample t-test was used, considering the research objective and the type of question.
11 145 In order to identify and examine the assessment of teachers' opinions regarding how middle school curricula address the concept of rationality in the dimension of thought and reflection, and to determine the significance of the related statements, a one-sample t-test was used, considering the research objective and the type of question; and according to Table 3 and given the calculated t (2.
22 145 In order to identify and examine the assessment of teachers' opinions regarding how middle school curricula address the concept of rationality in the dimension of the status of science and knowledge, and to determine the significance of the related statements, a one-sample t-test was used, considering the research objective and the type of question.
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