رهیافتی بر آموزش پویا و هدفمند دروس پایه معماری

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری معماری، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران.

2 دانشیار دانشکده معماری و شهرسازی، دانشگاه علم و صنعت، تهران، ایران.

3 استادیارگروه معماری، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران

چکیده

روش­های تدریس دروس پایه معماری باید به گونه­ای باشند که موجب توسعه احساسات شخصی و کسب اعتماد به نفس نوآموزان گردد، لذا آموزش مناسب در آتلیه­های دروس پایه از اهمیت ویژه­ای جهت ارتقاء مهارت­ها­ی نوآموزان برخوردار می­باشد. هدف این پژوهش کیفی، آسیب شناسی آموزش معماری در دروس پایه و ارائه راه­کارهایی در جهت ارتقاء توانمندی­های نوآموزان می­باشد. بر این اساس، با استفاده از مصاحبه با اساتید و فارغ التحصیلان معماری و بررسی آثار دانشجویان در دروس پایه به استخراج مفاهیم مرتبط با آموزش معماری در دروس پایه با استفاده از نظریه زمینه­ای پرداخته و با استفاده از تحلیل SWOT فرصت­ها و تهدیدهای آموزش دروس پایه مشخص گردیده و راه­کارهای مناسب جهت آموزش پویا و هدفمند معماری ارائه گردید. نتایج حاکی از این می­باشد که با استفاده از آموزش ترکیبی و همزمان دروس پایه، تهیه طرح درس مشترک و پیوستگی تمرین­ها در جهت واقعی­تر نمودن آنها،‌ تاکید بر تمرین­های فردی و گروهی و با تاکید بر ارتقاء انگیزه، ‌هوش هیجانی و خلاقیت نوآموزان معماری می­توان به آموزشی پویا و هدفمند دست یافت.

چکیده تصویری

رهیافتی بر آموزش پویا و هدفمند دروس پایه معماری

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

An approach to dynamic and targeted education of architecture basic courses

نویسندگان [English]

  • Babak Motiei 1
  • Fatemeh Mehdizadeh Saradj 2
  • Qader Bayzidi 3
1 PhD student, Department of Architecture, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
2 Associate Professor, Department of Conservation of Historic Buildings and Sites, School of Architecture and Environmental Design, Iran University of Science & Technology, Tehran, Iran.
3 Assistant Professor, Department of Architecture, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.
چکیده [English]

The proper education in basic courses is very important in improving the skills of novices. The purpose of this qualitative study is to assess the pathology of architecture education in the basic courses and provide some ways to improve the skills of the novices. So, through interview with university professors and graduates of architecture and evaluating the practices of students in basic courses, the concepts related to architecture training in basic courses extracted. Then, by using the SWOT analysis, the opportunities and threats for teaching the basic courses have been identified and accordingly the solutions suggested for the dynamic education of architecture. The results of this study indicated that using the combination education of basic courses, preparation of a joint lesson plan, emphasis on individual and group exercises, with an emphasis on promoting motivation, emotional intelligence and creativity of the novice students of architecture, a dynamic education can be achieved.

کلیدواژه‌ها [English]

  • Dynamic education of architecture
  • Basic courses
  • Creativity
  • motivation
  • Emotional intelligence

[1]land, R., Meyer Jan H.f., and Flanagan, M.T. (2016). Threshold concepts in practice, Rotterdam: Sense publishers.

[2]Afacan, Y. (2014). Blended learning for non-studio courses: Interior architecture student experiences. Procedia-social and behavioral sciences, 116, 1599-1603.

[3]Zavaraki, E. Z., Norouzi, D., & Safavi, S. M. R. (2012). Creativity development based on synectics model in the english subject. Quarterly journal of innovation and creativity in human sciences,1(4), 65-83. [in Persian[

[4]Tok, S. Y., Kaplan, I., & Taneli, Y. (2010). Photography in architectural education: A tool for assessing social aspects of the built environment. Procedia-social and behavioral sciences, 2(2), 2583-2588.

[5] Schreiber, S. (2010). Education for architecture in the united states and canada. In P. P. B. McGaw (Ed.), International encyclopedia of education (Third Edition) (pp. 13-18). Oxford: Elsevier.
[6]Dayaratne, R. (2013). Environment-behaviour research and the teaching of architecture in the design studio: An experiment in bahrain. Procedia-social and behavioral sciences, 105, 314-324.

[7]Çıkış, Ş., & Çil, E. (2009). Problematization of assessment in the architectural design education: First year as a case study. Procedia-social and behavioral sciences, 1(1), 2103-2110.

[8]Karslı, U. T. (2015). Factors influencing function and form decisions of interior architectural design studio students. Procedia-social and behavioral sciences, 174, 1090-1098.

[9]Utaberta, N., Hassanpour, B., & Bahar, M. A. (2012). An overview of architecture education in malaysia: a critical analysis of assessment and critique session in 2nd year of architecture design studio at architecture department, The national university of malaysia. Procedia-social and behavioral sciences, 60, 221-227.

[10]Ertas, S., & Tas, A. (2015). Studio courses (Project-design) of interior architecture education: Analysis of sustainable culture tourism; Sample of sille. Procedia-social and behavioral sciences, 182, 289-294.

[11]Ustaomeroglu, A. A. (2015). Concept-interpretation-product in architectural design studios-karadeniz technical universty 2nd semester sample. Procedia-social and behavioral sciences, 197, 1897-1906.

[12]McDonnell, J. (2016). Scaffolding practices: A study of design practitioner engagement in design education. Design studies, 45, 9-29.

[13]Resuloglu, C. (2012). (Re) thinking the basics of design: Can fairytales be teaching tools?. Procedia-social and behavioral sciences, 51, 188-192.

[14]Saghafi, M.R., Mozaffar, F., & Moosavi, S.M. (2016). Investigating the impact of DCIS teaching method (Direct collaboration of instructor and student) on the learning process of architectural design basics (Module I). Maremat & Memari-e Iran. 5(10): 79-90. [in Persian[.

[15]Gharibpour, A., & Toutounchi Moghaddam, M. (2016). Comparative revising the curriculum of basic design studios in undergraduate studies of architecture. Journal of Fine Arts. 20(4) . 59-72. [in Persian[

[16]Callahan, A. (2016). MIT Architecture Handbook, Massachusetts institute of technology school of architecture & planning department of architecture, Massachusetts institute of technology.

[17]Moosavi, S.M. (2016). The teaching model “DCIS” (Direct collaboration of instructor and student) in learning process of architecture (Unpublished Phd’s thesis). AUI, Isfahan. [in Persian[

[18]Hojat, E. (2004). Creative education - Experience 2002. Journal of Fine Arts. 18 . 25-36. [in Persian[

[19]Mehdizadeh Saradj, F., & Farsi Mohammadi Pour, A. (2013). Adjusting the curriculum for teaching the basics of architectural design on the basis of future requirements of students in architectural design studios. Journal of Fine Arts, 17(4), 1-12. [in Persian]

[20]Nikkar, M., Hojat, E., & Izadi, A. (2013). An explanation to the goal construct and its application in generating motivation in architecture novice. Journal of Iranian architecture studies, 1(3), 85-106. [in Persian[

[21]Talischi, Gh., Izadi, A., & Einifar, A. (2013). Nurturing design ability of novice architecture designers designing, implementation and testing a constructivist learning environment. Honar-Ha-Ye-Ziba: Memary Va Shahrsazi. 17(4), 17-28. [in Persian[

[22]Khakzand, M., Mozzafar, F., Feizi, M., & Azimi, M. (2010). Visual analogy and its place in architectural design creative education, Journal of Technology of Education, 4(2), 153-162. [in Persian[

[23]Mozzafar, F., Khakzand, M., Changiz, F., & Farshadfar, L. (2009). Grouping architecture: The missing link in architectural design education, Journal of Technology of Education, 3(4), 337-349. [in Persian[

[24]Nazi, S., Keshtkar, A., & Parvizi, R. (2011). Application of narration in architecture education. Journal of Technology of Education, 5, 123-134. [in Persian[

[25]Mohammadpur, A. (2010). Meta method (The philosophical and practical foundations). (2nd ed.). Tehran: Jameeshenasan. [in Persian[

[26] ZangAbadi, A., Alizadeh, J & Ranjbarniya., B. (2012). Strategic planning for managing iranian traditional markets (Case study: Traditional market of Tabriz), Journal of Studies on Iranian-Islamic City, 2(7), 13-26. [in Persian[