Analysis and comparison of the writing style of Farsi textbook of the first, second and third primary school: Lesson Study approach

Lesson study is a Japanese model for professional training of teachers. They meet in the relevant meetings and exchange opinions about educational issues and topics and the structure and content of the textbooks, review the reforms and changes and prepare themselves for better teaching. The problem of this research is the unfamiliarity and complexity of the Persian textbooks of the first, second and third elementary school; The proposed solution is to examine and analyze their styles. The type of research is exploratory, its approach is qualitative-quantitative and its method is descriptive-analytical. The statistical population and sample include all the lessons of the three mentioned books except the exercises. The background of the studies has also been examined in line with lesson study, but stylistic analysis is a new work that can open the meaning and purpose of each lesson for teachers and familiarize them with the meaning and nature of the text. The findings of this research show that Persian II has more stylistic variety, Persian I is more expressive, narrative and descriptive, Persian III is more allegorical than the other two. Farsi II and III are more fictional as well. The questioning, causal, analytical, comparative, explanatory and exemplary style in all three books is also very low. From findings, it can be concluded that the mentioned books do not have much philosophical nature. Another reason is that in the narrative style that is prominent in the mentioned books, there is no element of causality and verisimilitude of fictional style.