تقویت حس تعلق دانش آموزان به مدرسه با تاکید بر قابلیت های فضایی دبستانها

نوع مقاله: مقاله پژوهشی

نویسنده

گروه معماری، دانشکده معماری و شهرسازی ، دانشگاه شهید بهشتی

چکیده

مقاله حاضر ضمن بیان مفهوم حس‌تعلق دانش‌آموزان دبستانی به مدرسه، به بیان و تحلیل قابلیت‌های فضایی و پیشنهادهای مولفه‌های کالبدی مدارس در تقویت حس‌تعلق می‌پردازد. روش تحقیق، کیفی و روش جمع‌آوری داده‌ها اسنادی است. روش تحلیل داده‌ها، تحلیل محتوای تصاویر و تجربه از نزدیک برخی از نمونه‌های موردی است و روش نمونه‌گیری منوط به منطق در دسترس‌بودن نمونه‌هاست. در مقایسه تطبیقی، فصل مشترک مدارس داخل و خارج در تکیه بر فضای باز است. وجه تمایز مدارس خارج از کشور، توجه به قابلیت‌های فضا در به رسمیت شناختنِ حق جولان دانش‌آموزان، تقویت تعاملات اجتماعی آنان و راحتی و امنیت فیزیکی کودکان است. وجه تمایز مدارس داخل کشور، وجود فضای بسته چندمنظوره با سبقه مذهبی و فضای باز چندمنظوره با سبقه ورزشی تفریحی است. لذا پیشنهاد بر این است برای ارتقای مولفه‌های تقویت حس تعلق در مدارس کشور، مولفه‌های کالبدی همچون تعریف مناسبتر ورودی، دیوارهای وصل با محله، حیاط دبستان، راهروهای پویا، فضاهای چندمنظوره با کیفیت و کلاسها در مقام نظر، بازنگری شود و در مقام عمل، باز-طراحی صورت بگیرد.

چکیده تصویری

تقویت حس تعلق دانش آموزان به مدرسه با تاکید بر قابلیت های فضایی دبستانها

کلیدواژه‌ها


عنوان مقاله [English]

Increasing Connectedness for primary school''''''''''''''''s students based on spatial affordances of primary schools

نویسنده [English]

  • Hossein Pour mehdi Ghayem Maghami
department of architecture and urban planning, shahid behshti university
چکیده [English]

The written while express the concept of connectedness for primary school''''s students, tries to define and analyse school environment affordances to increase connectedness. The research method is qualitative based on library studies and case studies. The case studies have been chosen from two categories: initial ones and cases from abroad of Iran so that a comparative comparison would be done.
As comparative comparison said the intersection of two kinds of case studies, focus is on open space or yard. The difference between them is that in abroad cases, social interaction, hominess and controlled career. In Iran cases, space affordances refer to religious social interactions and breeding acts in open and closed multipurpose spaces.
As the results, affordances of Iranian schools should be better in increasing connectedness in re-design way through these elements: schools entrance, schools wall which link to community, better yards, dynamic corridors, multipurpose classrooms, etc. the review of these elements should be followed both in theory and act.

کلیدواژه‌ها [English]

  • connectedness
  • students
  • special affordance
  • primary school building
  • spatial affordances

[1]Izadi, S ;Hashemi, S and Bazmini, L(2012), Investigating the Factors Influencing Schools from the Perspective of School Students and Parents: Emphasizing Cultural Development, Social and Cultural Development Studies journal, 1, 1, 91-118. [in Persian]

 

[2] Lotfata, A (2008), Effect of Environmental Factors on Behaviors and Learning, in Educational Spaces (Especially Elementary Schools), Modiriyat Shahri journal, 21, 73-90. [in Persian]

 

[3]Javan forouzandeh, A & Motalebi, Q(2011), The concept of the sense of belonging to the place and its constituent element, City Identity journal, 5, 8, 27-37. [in Persian]

 

[4] Nategh pour, M J(2005), the role of family to social connectedness in children, social behavior education journal, 26, 9-14. [in Persian]

 

[5] Norberg-Schulz, C(2000), Architecture: Presence, Language, Place (Skira Library of Architecture)

 

[6] Mostaghni, A and Etemadi, S(2009), How to create a sense of place in children, Urmanshahr Urban Architecture and Urban Development Journal, 9, 17, 103-113. [in Persian]

 

[7] Siavashpour, B ; Shadloo Jahromi, M and Nodehi, H(2016), The role of green space in children''''s educational environments in enhancing sense of belonging to the place (case study: District 2 primary schools, Shiraz city), Environmental Sciences Journal, 14, 4, 105-120. [in Persian]

 

[8] Makian, R S and Kalantar Kousheh, S M(2015), Psychometric Properties of School Affiliation Questionnaire and Its Relationship with Academic Burnout and Achievement Motivation Among Tehran Students, Educational Measurement journal, 20, 119-138.  [in Persian]

 

[9] Zahed, A & karimi yousofi, S H, Moeini kia, M(2014), Psychometric Properties of the Scale of Interest in School, Journal Management System, 2, 7, 56-70. [ in Persian]

 

[10] Ghodampour, E ;Ghasemi P, M ; Hasanwand, B ; Khalili Goshiniagani, Z(2017), Psychometric properties of students'''' academic eagerness scale, Educational Measurment Journal,  8, 29 ,167-184. [ in Persian]

 

 [11] Azemati, H R & Sabahi, S & Azemati,s (2012), Environmental factors affecting students'''' satisfaction with educational spaces, Theoretical studies and modern technologies of architecture and urbanization Journal, 2, 1, 31-42. [in Persian]

 

[12] Blum, R.W. (2005).A case for schoolconnectedness. Educational Leadership journal, 62, 7, 16-20.

 

[13] Browser, J.M. ; Kraayenoord, C. van ; Carroll, A.(2015), Building social connectedness in schools: Australian teachers perspectives, International journal of Educational Research, 70, 10-109.

 

[14] Biag, M(2016), A Descriptive Analysis of School Connectedness: The Views of School personnel, Urban Education journal, 51, 1, 32-59.

 

[15] Centers for Disease Control and Preventions(CDC) (2009), School Connectedness: Strategies for increasing protective factors among youth, Department of Health & Human Service

 

[16] Norouzi Chegini, B ; Sheikh, A A ; Asareh and A ; Zarei, I(2009), Explaining the effect of hidden curriculum on the sense of belonging to elementary school students, Research in Teaching Journal, 4, 3, 21-46. [in Persian]

 

[17] Barzabadi Farahani, N and Araghieh, A(2013), Investigating the effect of encouragement on increasing the feeling of belonging to the school in high school students in the 14th district of Tehran in the academic year 2014-2015, Journal of eduaction counselling and psychotherapy,  4, 16, 39-50. [in Persian]

 

[18] Loukas, A; Suzuki, R and Horton, k d(2006), Examining school connectedness as a mediator of school climate effects, Journal of research on adolescence, 16, 3, 491-502.

 

[19] Mottaki, Z(2017), learning Architecture, journal of primary education (ROSHD), 21, 1, 31-33. [in persian]

 

[20] Nair, P and Feilding, R(2005), The language of school design(design patterns for 21st century schools),

 

[21] Roffey, S(2011), Enhancing Connectedness in Australian Children and Young People, Asian Journal of Counselling Association, 15-39.

 

[22] Khakzand, M and Babaei, S(2016), Aframework for designing the open spaces in the childrens educational centers based on the (seven cs)with emphasis on improve the learning, Journal of technology of education, 11, 1, 35-48. [in Persian] 

 

[23] Mansouri, S (2014), The Necessity of creation of green spaces in schools, Ghods e-newpaper [in Persian]

 

[24] Bently, I; Alcock, A; Murrain, P; McGlynn, S and Smith, G(2005),Responsive environments(A Manual for Designers), architectural press.

 

[25] Alexander, christopher(2012), The Battle for the Life and Beauty of the Earth: A Struggle Between Two World-Systems (Center for Environmental Structure), Oxford University Press; 1 edition

 

[26] Maddox, S J. and Prinz, R J(2003), School Bonding in Children and Adolescents: Conceptualization, Assessment, and Associated Variables, Clinical child and family Psychology Review, 6, 1, plenum publishing corporation, 31-49.

 

[27] Ford, Alan(2007), Designing the sustainable school