The objective of the present paper is studying the contents of the textbooks taught in level one of the seminaries and presenting its ideal characteristics on the basis of the theory of learning elaboration. To achieve this goal, after studying the theoretical fundamentals and doing primary interview with some of the professors who are teaching in the seminaries, the characteristics of the contents of the textbooks taught in the seminaries were identified. In the present research paper, for collecting the required data, a questionnaire has been used that contains questions about the contents of the textbooks taught at present and the ideal ones.
On the basis of the findings of this research, the most evident characteristics of the present textbooks taught in Level One are as follows:
Dividing the contents of the scientific fields taught in seminaries into several levels, lack of logical coherence, lack of adaptability with the social conditions and contemporary age, lack of any conformity between the instructional materials with the predicted time schedule for teaching, lack of new theories in scientific fields taught in seminaries. On the other hand, the conclusion is that the contents of the textbooks taught in level one in the ideal situation should contain the following characteristics:
1. The contents of the lessons taught in this level should include the most general and comprehensive concepts and issues so that they stimulate the students of the seminaries to participate in determining the following sections and provide the required facilities.
2. The ground should be prepared for identifying, analyzing, and classifying the religious skepticisms and presenting solutions in the introductory level to the students of the seminaries through new theories propounded in scientific fields taught in seminaries and outside.
3. Through the contents of the textbooks, the facilities should be provided for the students of the seminaries to become familiar with the scientific fields taught in seminaries and other required fields.
4. The time schedule for teaching the contents of the textbooks should be in conformity with the educational level.
Key words: Level one of seminary education, ideal characteristics, elaboration
theory.
ghandili, J. , mehrmohamadi, M. , & fardanesh, H. (2006). no english title. Research in Clinical Psychology and Counseling, 07(2), -. doi: 10.22067/ijap.v7i2.6729
MLA
javad ghandili; mahmod mehrmohamadi; hashem fardanesh. "no english title", Research in Clinical Psychology and Counseling, 07, 2, 2006, -. doi: 10.22067/ijap.v7i2.6729
HARVARD
ghandili, J., mehrmohamadi, M., fardanesh, H. (2006). 'no english title', Research in Clinical Psychology and Counseling, 07(2), pp. -. doi: 10.22067/ijap.v7i2.6729
CHICAGO
J. ghandili , M. mehrmohamadi and H. fardanesh, "no english title," Research in Clinical Psychology and Counseling, 07 2 (2006): -, doi: 10.22067/ijap.v7i2.6729
VANCOUVER
ghandili, J., mehrmohamadi, M., fardanesh, H. no english title. Research in Clinical Psychology and Counseling, 2006; 07(2): -. doi: 10.22067/ijap.v7i2.6729
)
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