Bøger af Navid Hasanpour Azad

Quando pergunto aos alunos se conhecem os tipos de testes, eles respondem: existem tipos de testes? No exame nacional de acesso, temos três tipos de testes:1- Prova pedagógica: a maioria dos candidatos pensa, erradamente, que o objetivo da realização da prova é apenas medir a matéria que estudámos. No entanto, um dos objectivos mais importantes dos testes é completar o processo de ensino de uma matéria. Por outras palavras, imediatamente após o estudo de uma matéria, é necessário fazer uma série de testes pedagógicos sobre a mesma. 2- Teste de domínio e de revisão: algumas horas após o estudo de uma matéria, começa gradualmente o processo de esquecimento da matéria. Esta questão é muito prejudicial para os candidatos e é preciso encontrar uma solução para ela. 3- Teste de avaliação: cada estudante deve medir o seu processo de estudo em diferentes alturas, e a melhor ferramenta para o fazer é o teste de avaliação. Para fazer um teste quantitativo, deve haver um intervalo entre a realização do teste e o estudo. É preferível utilizar uma folha de respostas pronta para o efeito. Além disso, é preciso respeitar o tempo padrão de cada teste.

Quando chiedo agli studenti di conoscere i tipi di test, mi rispondono: ci sono tipi di test? Nell'esame di ammissione nazionale, abbiamo tre tipi di test:1- Test didattico: la maggior parte dei candidati pensa erroneamente che lo scopo del test sia solo quello di misurare il materiale che abbiamo studiato. Invece uno degli obiettivi più importanti dei test è quello di completare il processo di insegnamento di una materia. In altre parole, subito dopo aver studiato una materia, è necessario sostenere una serie di test didattici. 2- Test di padronanza e ripasso: poche ore dopo aver studiato una materia, inizia gradualmente il processo di dimenticanza del materiale. Questo problema è molto dannoso per i candidati ed è necessario trovare una soluzione. 3- Test di valutazione: ogni studente dovrebbe misurare il proprio processo di studio in momenti diversi, e lo strumento migliore per farlo è il test di valutazione. Per fare un test quantitativo, deve esserci un intervallo tra il test e lo studio. È meglio utilizzare un foglio di risposte già pronto. È inoltre necessario rispettare il tempo standard di ogni test.

Lorsque je demande aux élèves s'ils connaissent les types de tests, ils répondent: "Y a-t-il des types de tests ? Dans l'examen national d'entrée, nous avons trois types de tests:1- Test éducatif: la plupart des candidats pensent à tort que l'objectif du test est uniquement de mesurer la matière que nous avons étudiée. Or, l'un des objectifs les plus importants des tests est de compléter le processus d'enseignement d'une matière. En d'autres termes, immédiatement après avoir étudié une matière, vous devez passer un certain nombre de tests éducatifs sur cette matière. 2- Test de maîtrise et de révision: quelques heures après avoir étudié une matière, le processus d'oubli de la matière commence progressivement. Ce problème est très préjudiciable aux candidats et nous devons y apporter une solution. 3- Test d'évaluation: chaque étudiant doit mesurer son processus d'étude à différents moments, et le meilleur outil pour cela est le test d'évaluation. Pour passer un test quantitatif, il faut qu'il y ait un décalage entre la passation du test et l'étude. Il est préférable d'utiliser une feuille de réponses prête à l'emploi. Vous devez également respecter la durée standard de chaque test.

Wenn ich die Schülerinnen und Schüler frage, ob sie mit den verschiedenen Arten von Tests vertraut sind, antworten sie: "Gibt es verschiedene Arten von Tests? Bei der nationalen Aufnahmeprüfung gibt es drei Arten von Tests:1- Bildungstest: Die meisten Kandidaten denken fälschlicherweise, dass der Zweck des Tests nur darin besteht, den Stoff zu messen, den wir gelernt haben. Eines der wichtigsten Ziele der Prüfung ist jedoch, den Lehrprozess eines Faches abzuschließen. Mit anderen Worten: Unmittelbar nach dem Studium eines Faches müssen Sie eine Reihe von Bildungstests zu diesem Thema ablegen. 2- Beherrschungs- und Wiederholungstests: Einige Stunden nach dem Studium eines Faches beginnt der Prozess des Vergessens des Stoffes allmählich. Dieses Problem ist sehr nachteilig für die Kandidaten und wir müssen eine Lösung dafür finden. 3- Einstufungstest: Jeder Student sollte seinen Lernprozess zu verschiedenen Zeitpunkten messen, und das beste Instrument dafür ist der Einstufungstest. Um einen quantitativen Test zu absolvieren, muss zwischen dem Ablegen des Tests und dem Studium eine Pause liegen. Es ist besser, dafür einen vorgefertigten Antwortbogen zu verwenden. Außerdem müssen Sie die Standardzeit für jeden Test einhalten.

When I ask the students that they are familiar with the types of tests, they answer, are there types of tests? In the national entrance exam, we have three types of tests:1- Educational test: most of the candidates mistakenly think that the purpose of taking the test is only to measure the material that we have studied. While one of the most important goals of testing is to complete the teaching process of a subject. In other words, immediately after studying a subject, you need to take a number of educational tests for it. 2- Mastery and review test: a few hours after studying a subject, the process of forgetting the material gradually begins. This issue is very detrimental to the candidates and we must have a solution for it. 3- Assessment test: every student should measure his study process at different times, and the best tool for this is the assessment test. To take a quantitative test, there must be a gap between taking the test and studying. It is better to use a ready-made answer sheet for this. You must also follow the standard time of each test.

Globalization is a historical event that emerged as a great phenomenon in the west since the 90s. The radius of influence of this phenomenon increases with the information and communication technology in such a way that the deeper layers of thought, behavior, attitudes and cultures of the nations are under its control. The process of globalization, especially in the field of education, is inevitably affected by the conditions in the developed countries of the world for the development and establishment of their new education system in order to respond to the general regional needs and needs in a comprehensive manner at the level of the world community have provided without paying attention to such a reality, it is not possible to understand the origin, beginning and end of the process of globalization of education. After constitutionalism and in the following years, a few new schools were established by religious missionaries, cultural friends, foreign scholars, and the government.

The world we live in is called the world of communication. With the help of satellites and the internet, visible and invisible borders and walls have collapsed and the world has turned into a small village. In this small village, previous systems have been destroyed or are being destroyed, and new systems are being replaced at an indescribable speed. Change in knowledge, change in attitude, change in behaviors and change in human and social relations are among the achievements of this change. What is investigated in this article is the use of new information and communication technologies in education and its impact in various educational, research and social dimensions. For this purpose, in this article, first, information will be presented about the new information and communication tools and their role in education and social communication, and then it will discuss the effect of these technologies in the classrooms and the role of teachers in this regard. It has also been tried to present the latest results of the effects of technologies in classrooms, especially their effects on changing the role of teachers, by reviewing books, magazines and internet articles.