نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران، ایران.
2 گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Learning Ilm al Bayan (rhetorical expression) in literary texts at the upper secondary level faces several challenges in cognitive, content-related, and instructional dimensions. Difficulty in identifying and analyzing rhetorical devices, the dominance of memorization based approaches, limited understanding of semantic relationships, and the restricted use of active teaching methods are among the factors that complicate the teaching and learning process in this field. The present study aimed to design and validate an educational intervention model to address barriers to learning Ilm al Bayan in literary texts at the upper secondary level. In terms of purpose, the study was applied, and methodologically it employed a sequential exploratory mixed methods design. In the qualitative phase, the learning barriers reported in the study by Pashaee and Safari (2025) were reexamined and reclassified through qualitative content analysis and document analysis. Based on this analysis, relevant components and instructional strategies were extracted. Subsequently, drawing on the theoretical foundations of literature education, cognitive approaches, and contemporary teaching–learning models, the initial educational intervention model was developed. In the quantitative phase, the proposed model was submitted for validation to 15 experts in Persian language and literature education, curriculum studies, and experienced secondary school teachers, who were selected purposively. Data were collected using a researcher made questionnaire based on Lawshe’s method, and the data were analyzed using the Content Validity Ratio (CVR). The results indicated that all 17 proposed educational interventions obtained CVR values above the acceptable threshold
کلیدواژهها [English]
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