بررسی نقش شیوه آموزش دانشجویان بر ارتقا میزان خلاقیت آنها نمونه موردی، دانشجویان درس درک و بیان محیط در رشته مهندسی معماری

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای معماری، گروه معماری و شهرسازی، واحد یاسوج، دانشگاه آزاد اسلامی، یاسوج، ایران

2 عضو هیأت علمی دانشگاه آزاد اسلامی واحد دماوند

3 استادیار دانشگاه یاسوج

چکیده

چکیده
خلاقیت، حلقه‌ی گمشده‌‌ی آموزش‌‏های معاصر در رشته معماری است. این موضوع در دروس عملی با رویکرد خلق اثری بدیع بیشتر است . با این حال به نظر می‌رسد که نحوه آموزش در این گونه دروس، می‌تواند به رشد خلاقیت آنها کمکشایانی کند. با این هدف در این پژوهش دو شیوه آموزش معماری مبتنی بر استاد و دانشجو را مدل‌های پایه در نظر گرفته و با بررسی تاثیر آن بر درس درک و بیان محیط در طی ترم، به مقایسه میزان خلاقیت دانشجویان پس از اتمام ترم در این دو شیوه پرداخته است. بدین منظور تعداد 80 دانشجو ترم اول معماری دانشگاه آزاد تهران غرب به عنوان جامعه آماری انتخاب شده و با استقرار آنها در دو آتلیه (هر آتلیه شامل 40دانشجو)، با دو شیوه استاد محور و دانشجو محور در طول یک ترم به تدریس درک و بیان محیط برای آنها پرداخته شد. در انتهای ترم با برگذاری آزمون تورنس، به سنجش میزان خلاقیت آنها پرداخته و آزمون‌های آنوا و F برای سنجش میزان معناداری نتایج بهره گرفته شد. نتایج حاکی از آن بود که بین دو شیوه‌ی «استاد محور» و «دانشجو محور»، شیوه‏ی دانشجو محور در ارتقاء سطح خلاقیت دانشجویان درس درک و بیان محیط موفق‌تر بود.

چکیده تصویری

بررسی نقش شیوه آموزش دانشجویان بر ارتقا میزان خلاقیت آنها نمونه موردی، دانشجویان درس درک و بیان محیط در رشته مهندسی معماری

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Investigating the role of student's teaching method on promoting their creativity Case studies: students of "Understanding and expressing the environment" course in the field of architecture1

نویسندگان [English]

  • Seyed Ehsan Beladi Dehbozorg 1
  • Mohammad Hadi Kaboli 2
  • Ali Akbar Heidari 3
1 Department of Architecture & Urban Design, Yasooj Branch, Islamic Azad University, Yasooj, Iran.
2 Faculty Member of Islamic Azad University Damavand Branch
3 Faculty Member of Islamic Azad University of Yasooj
چکیده [English]

Abstract
Creativity is the missing link of contemporary tutorials in architecture. This topic in practical lessons, with an approach to creating an exquisite work, is more. Nevertheless it seems the method of teaching in such courses could help them to grow their creativity. Given this goal in this research, two methods of teaching architecture Based on teacher and student considered as base models and By examining its impact on the lessons of understanding and expressing the environment(UAEE) during one semester, Comparison of student creativity after completing the semester by these two ways are been done. For this purpose, eighty of first semester students of Islamic Azad University, Tehran West Branch, were Selected as a statistical society of research And they were deployed in two studios (each studio containing 40 students), with two methods " teacher-centered ' and "student-centered”, during the course of one semester, were taught (UAEE)for them. At the end of the semester, with the Torrance test, their creativity was assessed and ANOVA and F tests were used to measure the significance of the results. The results indicated the student-centered approach to raise the students' creativity was the most successful way of (UAEE)through both methods.

کلیدواژه‌ها [English]

  • Keywords: Creativity
  • Course of understanding and expressing the environment
  • Master-centered
  • Student-centered
  • Education of architectural engineering

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