تحلیل درک هنرجویان از عوامل فیزیکی فضای آموزشی هنرستان‌های بم در راستای خودشکوفایی به روش Q
مریم کاردان
1
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گروه معماری، واحد اردستان، دانشگاه آزاد اسلامی، اردستان، ایران.
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هوتن ایروانی
2
(
گروه معماری، واحد اردستان، دانشگاه آزاد اسلامی،اردستان، ایران.
)
علی اکبری
3
(
گروه معماری، واحد یادگار امام خمینی (ره) شهرری، دانشگاه آزاد اسلامی، تهران، ایران.
)
علی عسگری
4
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گروه معماری، واحد شهر قدس، دانشگاه آزاد اسلامی، تهران، ایران.
)
کلید واژه: معماری هنرستان, معماری آموزشی, تحلیل عوامل کالبدی, خودشکوفایی آموزشی, فضا و یادگیری,
چکیده مقاله :
هم‌راستایی مشخصه‌های فیزیکی/کالبدی و روان‌شناختی هنرستان‌ها با سازوکارهای خودشکوفایی هنرجویان یکی از تأثیرگذارترین عوامل ضمنی در روندهای یادگیری و استعدادیابی فراگیران به شمار می‌آید. یکی از معتبرترین داده‌ها در تحلیل این اثرگذاری، ذهنیت هنرجویان نسبت به ویژگی‌های فضاست. در این مطالعه، به روش Q و با رویکرد کمی، با مشارکت ۳۰ نفر از هنرجویان دو هنرستان در شهرستان بم، به تحلیل درک آنان از مشخصه‌های فیزیکی فضا با هدف ارتقا و تسهیل خودشکوفایی حین تحصیل پرداخته شده است. نتایج حاصله نشان می‌دهد که عواملی شامل «آسایش روانی و فیزیکی»، «امکانات و تجهیزات» و «کیفیت فضای آموزشی» قابل‌شناسایی هستند. از میان ۲۴ متغیر مشخص‌شده، بیشتر نقش را میزان دریافت نور طبیعی و روشنایی روز، کاهش و کنترل سروصدای مزاحم از داخل و بیرون کلاس و چیدمان صندلی‌ها و میزها متناسب با هر درس و انعطاف‌پذیری فضا در تغییر موقعیت مبلمان متناسب با نیازهای هر درس دارند.
چکیده انگلیسی :
The alignment of the physical and psychological characteristics of conservatories with the self-actualization mechanisms is one of the most influential implicit factors in the learning and talent development processes of learners. One of the most reliable data in the analysis of this effect is the students' mental perception of characteristics of the space. In this study, with the Q method and a quantitative approach, with the participation of 30 students of two conservatories in Bam city, their understanding of the physical characteristics of space has been analyzed with the aim of promoting and facilitating self-actualization during education. The results show that factors including "mental and physical comfort", "facilities and equipment" and "quality of educational space" can be identified. Among the 24 specified variables, most of the roles are the amount of receiving natural daylight, reducing and controlling annoying noise, and the arrangement of furniture suitable for each course and the flexibility of the space.
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