Developing General Persian Course Planning Components and Their Case Evaluation

Samira Sheikholiya Lavasani ¹ ( Department of Persian Language and Literature, South Tehran Branch, Islamic Azad University, Tehran, Iran )
Alireza Salehi ² ( Department of Persian Language and Literature, South Tehran Branch, Islamic Azad University, Tehran, Iran )
Mohammad Nourian ³ ( Department of English language, South Tehran Branch, Islamic Azad University, Tehran, Iran )

Submited date : 2023-09-12 Accepted date : 2023-12-16

Keywords: Curriculum planning, general Persian, educational components, Case Evaluation,

Abstract :

General Persian is one of the main subjects in the educational program of Iran's universities and higher education institutions. The general Persian course plays a significant role in raising students' linguistic, literary, and cognitive abilities. For this reason, all students in different fields of study must pass this course and acquire the necessary skills within the framework of its teachings. Research shows that almost a thousand general Persian textbook books have already been written and taught in various universities. Considering the importance of the general Persian course and its effect on students' linguistic and literary skills, there is no indication for writing a comprehensive general Persian book yet, and most of the authors have written books out of their taste. In the present study, while identifying the need for writing a unique general Persian book based on the principles of lesson planning, ten books used in Tehran universities were examined and evaluated. The findings revealed that most of the previously prepared books do not have the essential prerequisites of curriculum planning.

References:

Aliqlizadeh, H. (2016). Necessities, goals and approaches of general Persian curriculum in universities (Case study: Piyam Noor's general Persian). Research and Writing Academic Books, (41), 57-81.

Armand, M., & Maleki, H. (2018). An introduction to the way of designing and writing a university textbook. SAMT Publication, Tehran, Iran.

Barforooshi, H., & Rezvanian, Q. (2018). Critical criticism of general Persian textbooks. Critical Research Journal of Humanities Texts and Programs of Human Sciences and Cultural Studies Research Institute, Scientific Research Monthly, 181.

Esfahani Boland Baiy, Y. (2017). Pathology of general Persian books and its teaching method. 10th National Education Conference, Tehran. Retrieved from [URL]

Fathi Vajargah, K. (1400). Basic principles and concepts of curriculum planning. Master's Science.

Hakim Azar, M. (2015). Pathology of academic general Persian authorship (case study, contemporary literature in 30 selected books). Literary Criticism and Stylistic Research, 3(23), 115-132.

Hartley, J., & Trueman, M. (1985). A research strategy for text designers: The role of headings. Instructional Science, 14(2), 99–155. https://doi.org/10.1007/BF00052394

Jones, J., & Hunter, D. (1995). Consensus methods for medical and health services research. BMJ: British Medical Journal, 3(11), 376.

Lindeman, C. A. (1975). Delphi survey of priorities in clinical nursing research. Nursing Research, 24(6), 434-441.

McGeary, J. A. (2009). Critique of using the Delphi technique for assessing evaluation capability-building needs. Evaluation Journal of Australia, 9(1), 31-39.

Panahi, M. (2015). Criticism and review of excerpts of Persian poetry and prose. Human Sciences Letter, (14), 143-150.

Seidan, M. (2015). General Persian Problems: a look at some books published for teaching general Persian. Literature Book Review, (7), 77-92.