نوع مقاله : علمی پژوهشی
نویسندگان
1 گروه آموزش زبان و ادبیات فارسی ،دانشگاه فرهنگیان، تهران،ایران
2 گروه آموزش زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران، ایران
3 دانش آموخته کارشناسی ارشد آموزش زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives:The purpose of this study was to phenomenologically explore the implementation of the writing curriculum for first-year secondary school students, with a focus on teaching and learning activities. Method: The study adopted a qualitative approach using a phenomenological research method. Data were collected through semi-structured interviews with ten Persian language and literature teachers and four professors who also taught at Farhangian University. The data were obtained from participants with firsthand experience of the phenomenon under investigation. The data were analyzed through repeated examination of the data, identification and labeling of categories, identification of significant statements related to the phenomenon, formulation of meanings, listing and clustering of categories, synthesis of the results, and development of a comprehensive description. The validity of the data was ensured through the researcher's presence in the research setting and the use of triangulation across information sources, methods, and researchers. Findins: The findings were also assessed based on the criteria of transferability and confirmability, which supported their trustworthiness. The findings revealed that the main theme of content instruction, based on the lived experiences of writing teachers, comprised three subthemes: instructional problems, weaknesses of the textbook, and a lack of appeal and attractiveness. The main theme of teaching methods included the use of teaching aids, interaction with students, effective activities, and methods of lesson delivery. The main theme of learning opportunities comprised two subthemes: teacher-created activities and student-centered interactions. Finally, the main theme of assessment included process-oriented and final assessment. Conclusion: Accordingly, the findings of this study may help writing teachers and Persian language and literature teachers improve the design of writing curricula for first-year secondary school students.
کلیدواژه‌ها [English]
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