Journal of the stylistic of Persian poem and prose
volume Number 19، number In Volume 5، August 2026 ، issue Number 123

Examination and Analysis of Selected Poems from Persian Textbooks in the Second Stage of Secondary Education (Theoretical Track) from the Perspectives of Teachers and Students in Three Domains: Didactic Literature, Resistance Literature, and Lyrical Liter

Asghar Nozari (Author in Charge), Manouchehr Akbari

Abstract

BACKGROUND AND OBJECTIVES: Persian textbooks in the second stage of secondary education (theoretical track), in addition to teaching language and literature, also play a role in transmitting moral, identity-related, emotional, and cultural values. This study was conducted with the aim of examining and analyzing selected poems from these textbooks in three domains—didactic literature, resistance literature, and lyrical literature—from the perspectives of teachers and students, in order to clarify the degree of suitability, attractiveness, comprehensibility, and educational function of these poems.

METHODOLOGY: This research was carried out using a descriptive-analytical method with a survey approach. The statistical population included Persian language teachers and students of the second stage of secondary education (theoretical track) in Ilam Province. The data collection instrument consisted of questionnaires constructed based on linguistic, content, educational, emotional, and artistic indicators, and the data were analyzed using frequency, percentage, and mean.

FINDINGS: The findings of the study indicate that the poems in the three mentioned domains are not equal in terms of acceptance level and educational function. Teachers emphasize more on moral value, literary merit, and teachability, whereas students are more influenced by linguistic fluency, emotional appeal, and connection with lived experience. Among didactic poems, "Niki" and "Most o Hoshyar"; among resistance poems, "Homay-e Rahmat" and "Damavandieh"; and among lyrical poems, "Mehr o Vafa," "Ni-nameh," and "Setayesh of Sanaei Ghaznavi" have the highest analytical and educational capacity.

CONCLUSION: The results indicate that poem selection in textbooks should be based on a balance between literary value, educational message, linguistic simplicity, and the ability to connect with students. This study can be effective in reviewing the content of Persian textbooks, the method of teaching poetry, and enhancing the educational connection between text and reader.

Keyword
Didactic literature , Resistance literature , Lyrical literature , Second stage of secondary education (theoretical track) stu , Persian textbook , Teachers