澳洲珀斯论文代写:课程进行改革

Keywords:澳洲珀斯论文代写:课程进行改革

革命政府提出的第一个基本教育改革是通过修订教科书，特别是社会科学、人文和宗教方面的教科书，对课程进行改革，这项任务在两年内完成。目的是“demonarchize”课程,以取代“殖民和专制”主题与伊斯兰革命主题(Sāzmān-e taḥqīqāt, 1359Š。学校要灌输适合伊斯兰政权的价值观和信仰。在新教科书中，波斯社会被认为分为自我牺牲的穆斯林和道德的穆斯林，以及非人道的、压迫人的西方人，前者由殉道者和革命领袖领导，后者在腐败的“西方化”知识分子中具有影响力(Mehran, 1989)。学校是否有可能让孩子们成为政府的狂热支持者，特别是在通过家庭和生活经历接收到相互矛盾的信息时，这还有待确定。数量增长。政府努力最大数量的学龄儿童提供基本的教育是基于两个原则:培训新一代的虔诚,思想坚定的穆斯林(Mosalmān-e莫塔ʿahhed-e maktabī)和承诺继承权,被压迫的原因(mostażʿafān)。结果扩大了教育机会，特别是在农村地区，入学总人数从1976年的750万人增加到1993年的1750多万人。合适的年龄段的比例参与小学教育从1976年的95%上升到1991年的106%(膨胀图还包括学生从上层年龄段),从31中学到41%,高等教育在同一时期从3.8%降至4.8%.
澳洲珀斯论文代写:课程进行改革
The first fundamental educational reform introduced by the revolutionary government was transformation of the curriculum, through revision of textbooks, especially those in social studies, humanities, and religion, a task that was completed within two years. The aim was to “demonarchize” the curriculum and to replace “colonial and tyrannical” topics with Islamic and revolutionary subjects (Sāzmān-e taḥqīqāt, 1359 Š./1980, p. 8). Schools were to inculcate values and beliefs appropriate to the Islamic regime. In the new textbooks Persian society is said to be divided between self-sacrificing and moral Muslims and inhuman, oppressive Westerners, the former led by martyrs and revolutionary leaders, the latter influential among corrupt “westoxicated” intellectuals (Mehran, 1989). Whether or not it is possible for schools to socialize children as fervent supporters of the government, especially if conflicting messages are received through the family and life experience, remains to be determined.Quantitative growth. Government efforts to provide basic education for the greatest number of school-age children were rooted in two principles: training a new generation of pious, ideologically committed Muslims (Mosalmān-e motaʿahhed-e maktabī) and commitment to the cause of the disinherited and the downtrodden (mostażʿafān). As a result educational opportunities were expanded, especially in rural areas, and total enrollment increased from 7.5 million in 1976 to more than 17.5 million in 1993. The percentage of the appropriate age group enrolled in primary education rose from 95 percent in 1976 to 106 percent in 1991(inflated figure also includes pupils from upper age group), in secondary schools from 31 to 41 percent, and in higher education from 3.8 percent to 4.8 percent in the same period