تأثیر فضای دانشکدگان معماری و شهرسازی بر میزان یادگیری اجتماعی دانشجویان معماری (نمونه‌های مورد مطالعه: دانشگاه بین‌المللی امام خمینی(ره) و دانشگاه هنر اسلامی تبریز)

گرجی مهلبانی, یوسف; جعفری, پرستو

doi:10.22061/tej.2025.11522.3158

نوع مقاله : مقاله پژوهشی

نویسندگان

گروه آموزشی معماری، دانشکده معماری و شهرسازی، دانشگاه بین‌المللی امام خمینی(ره)، قزوین، ایران

10.22061/tej.2025.11522.3158

چکیده

پیشینه و اهداف: از جمله عواملی که بر آموزش معماری اثرگذار است، طراحی فضای آموزشی‌ است که بر کیفیت یادگیری دانشجویان تأثیرگذار است. به دلیل عملی بودن این رشته و تأثیر دانشجویان بر یکدیگر، کیفیت فرآیند یادگیری در این رشته بر اثر برقراری تعاملات اجتماعی، ارتقا می‌یابد. یادگیری جمعی در آموزش طراحی از دو منظر حائز اهمیت است؛ اول اینکه رشته معماری به دلیل دارا بودن ماهیت نظری و عملی و با توجّه به آموزش مهارت‌هایی همچون تفکر خلاق و انتقادی، کار گروهی و... به دانشجویان شکل‌گیری تعاملات اجتماعی پویا را می‌طلبد؛ دوم اینکه فعالیت‌های حرفه‌ای در این رشته دارای ماهیت جمعی هستند و نیاز است دانشجویان توانایی برقراری تعاملات اجتماعی مناسب را در دانشگاه بیاموزند. نظریه چیدمان فضایی، به بررسی ارتباط بین کالبد معماری و تعاملات اجتماعی آن فضا می‌پردازد تا تأثیر فضا بر روابط اجتماعی را ارزیابی کند. هدف از این پژوهش، بررسی میزان تأثیر فضا بر یادگیری دانشجویان از طریق برقراری تعاملات اجتماعی است تا بتوان ساختار بهینه‌ای برای یادگیری اجتماعی دانشجویان معماری معرفی کرد.
روش‌ها‌: در این پژوهش، از دو روش تحلیلی و روش پیمایشی به تأثیر فضا بر تعاملات اجتماعی محیط می‌پردازد و میزان یادگیری دانشجویان براساس تعاملات موجود را بررسی می‌کند. در بخش اول مؤلفه‌های نحو فضا، تعاملات اجتماعی و یادگیری استخراج شده، سپس با کمک نرم‌افزار تخصصی نحو فضا (Depth Map) به بررسی تأثیر عوامل مختلف چیدمان فضا می‌پردازد. پس از آن با کمک پرسش‌نامه به بررسی یادگیری و میزان تعاملات اجتماعی در دو دانشکده معماری و شهرسازی دانشگاه بین‌المللی امام خمینی^(ره) و دانشگاه هنراسلامی تبریز می‌پردازد. این دو دانشکده از نظر کالبدی و هندسی متفاوت بوده و عملکردهای مختلفی را نیز ایجاب می‌کنند.
یافته‌ها: با تحلیل فضایی دو دانشکده موارد زیر عنوان می‌شود: با توجّه به داده‌های عددی به دست آمده از این تحلیل، میزان هم‌پیوندی و ارتباط در دانشکده معماری و شهرسازی دانشگاه هنر اسلامی تبریز بیشتر از دانشکده معماری و شهرسازی دانشگاه بین‌المللی امام خمینی^(ره) است. ارتباط در دو پلان محوری و میدان دید نشان‌دهنده آن است که در دانشگاه بین‌المللی امام خمینی^(ره) به دلیل محدودیت فضایی بیشتر عبور و مرور صرفاً در قسمت ورودی و پلکان ساختمان متمرکز شده ‌است که محدودیت میدان دید نیز به این محدوده تعلق دارد؛ حال آن‌که در دانشگاه هنراسلامی تبریز به دلیل فضای نسبتاً وسیع آن، عبور و مرور در کل دانشکده توزیع شده و میدان دید نیز صرفاً توسط ساختمان‌ها و موانع بصری موجود محدود شده و در کل دانشکده سطح مطلوبی از میدان دید وجود دارد. براساس مطالب به‌دست‌آمده از پرسش‌نامه‌ها، میانگین مجموع تعاملات اجتماعی در دانشگاه بین‌المللی امام خمینی^(ره) کمتر از دانشگاه هنراسلامی تبریز است و میزان 83/4 را نسبت به عدد 72/7 است.
نتیجه‌گیری: نتایج تحقیق حاکی از این است که دو عامل ارتباط و هم‌پیوندی موجب ارتقای نفوذپذیری و دسترسی فضایی شده و بر ارتقای تعاملات اجتماعی کمک می‌کنند؛ عوامل فیزیکی، فضایی- معماری، زیباشناختی، امنیت، معنایی- ادراکی و عملکردی فعالیتی بر میزان تجربه‌اندوزی، ریسک‌پذیری، گفتگو و تعامل بر محیط خارجی اثر گذارند که مجموعه این عوامل موجب ارتقای کیفیت یادگیری اجتماعی دانشجویان می‌شود. پس حالت بهینه طراحی محیط آموزشی معماری در جهت ارتقای یادگیری اجتماعی، حالتی است که موارد فوق را دارا باشد.

کلیدواژه‌ها

موضوعات

یادگیری تلفیقی

عنوان مقاله [English]

The effect of architecture and urbanism faculties’ environment on the social learning of architecture students (Case Studies: Imam Khomeini International University and Tabriz Islamic Art University)

نویسندگان [English]

Y. Gorji Mahlabani
P. Jafari

Department of Architecture, Faculty of Architecture and Urbanism, Imam Khomeini International University, Qazvin, Iran

چکیده [English]

Background and Objectives: One of the factors that affect architectural education is the design of the educational space, which affects the quality of students' learning; due to the practicality of this field and the students' influence on each other, the quality of the learning process in this field is improved due to the establishment of social interactions. Peer learning is dominant in design education from two perspectives; first, architecture is important because of its theoretical and practical nature and the teaching of skills such as creative and critical thinking, teamwork, etc. Second, professional activities in this field are social, so students need to learn how to establish appropriate social interactions in the university. Spatial layout theory examines the relationship between the architectural body and the social interactions of that space to evaluate the impact of space on social relations. This study investigated the effect of space on students' learning through social interactions and, accordingly, introduced an optimal structure for architectural students' social learning.
Methods: This research examined the impact of space on social interactions and investigated the level of student learning based on existing interactions using both analytical and survey methods. The first section described the components of spatial syntax, social interactions, and learning. Then, with the help of specialized spatial syntax software (Depth Map), the influence of various spatial arrangements was analyzed. Subsequently, using a questionnaire, the study explored learning and the level of social interactions in two different faculties: the Faculty of Architecture and Urbanism in the International Imam Khomeini University and the Islamic Art University in Tabriz. These two faculties differ in physical and geometric characteristics and serve different functions.
Findings: The spatial analysis of the two faculties was titled as follows. Based on the numerical data obtained from this analysis, the level of connectivity and interaction in the Faculty of Architecture and Urbanism in the Islamic Art University of Tabriz was higher than that in the Faculty of Architecture and Urbanism in the International Imam Khomeini University. The connectivity in the two axial plans and the visual field indicated in that at the International Imam Khomeini University, due to spatial limitations, movement was concentrated in the entrance area and staircases of the building, which also limited the visual field. In contrast, in the Islamic Art University of Tabriz, due to its relatively spacious environment, movement was distributed throughout the entire faculty, and there was a satisfactory level of visual field. According to the questionnaire results, the total mean of social interactions in the International Imam Khomeini University was lower than that of the Islamic Art University of Tabriz, with a ratio of 4.83 to 7.72.
Conclusion: The research results indicated that two factors, communication and connectivity, would enhance permeability and spatial intelligibility, and contribute to the improvement of social interactions. Physical, architectural, aesthetic, security, perceptual, and functional elements impacted the level of experiential learning, risk-taking, conversation, and interaction in the external environment, collectively leading to the enhancement of social learning quality for students. Therefore, an optimal design of the educational architectural environment that encompasses these aspects is necessary for promoting social learning.

کلیدواژه‌ها [English]

Architecture Education Environment
Social Learning
The Effect of Space on Learning
Quality of Learning

COPYRIGHTS
© 2025 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)

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نامه به سردبیر

سر دبیر نشریه فناوری آموزش، با تواضع انتشار نامه های واصله از نویسندگان و خوانندگان و بحث در سامانه نشریه را ظرف 3 ماه از تاریخ انتشار آنلاین مقاله در سامانه و یا قبل از انتشار چاپی نشریه، به منظور اصلاح و نظردهی امکان پذیر نموده است.، البته این شامل نقد در مورد تحقیقات اصلی مقاله نمی باشد.

توچه به موارد ذیل پیش از ارسال نامه به سردبیر لازم است در نظر گرفته شود:

[1]نامه هایی که شامل گزارش از آمار، واقعیت ها، تحقیقات یا نظریه ها هستند، لازم است همراه با منابع معتبر و مناسب باشند، اگرچه ارسال بیش از زمان 3 نامه توصیه نمی گردد

[2] نامه هایی که بجای انتقاد سازنده به ایده های تحقیق، مشتمل بر حملات شخصی به نویسنده باشند، توجه و چاپ نمی شود

[3] نامه ها نباید بیش از 300 کلمه باشد

[4] نویسندگان نامه لازم است در ابتدای نامه تمایل یا عدم تمایل خود را نسبت به چاپ نظریه ارسالی نسبت به یک مقاله خاص اعلام نمایند

[5] به نامه های ناشناس ترتیب اثر داده نمی شود

[6] شهر، کشور و محل سکونت نویسندگان نامه باید در نامه مشخص باشد.

[7] به منظور شفافیت بیشتر و محدودیت حجم نامه، ویرایش بر روی آن انجام می پذیرد.