تحلیل نقش پیکره‌بندی فضاهای آموزشی بر تجربۀ زیستۀ دانش‌آموزان (مطالعۀ موردی: مدارس ابتدایی در اصفهان)
الموضوعات :ریحانه نیک روش 1 , سید غلامرضا اسلامی 2 , ژاله صابرنژاد 3 , عبدالحسین کلانتری 4
1 - گروه معماری، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران
2 - استاد دانشکده معماری، پردیس هنرهای زیبا، دانشگاه تهران، تهران، ایران
3 - استادیار، گروه معماری، دانشکده هنر و معماری، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران
4 - دانشیار، گروه جامعه‌شناسی، دانشگاه تهران، تهران، ایران
الکلمات المفتاحية: ", تجربۀ زیسته", پیکره‌بندی فضا", اصفهان", , ", مقطع ابتدایی", فضاهای آموزشی",
ملخص المقالة :
پیکره‌بندی غالب فضاهای آموزشی منجر به ایجاد فضاهای سلول‌وار کلاس‌ها گردیده است که فاقد سازگاری لازم با تجربۀ زیسته دانش‌آموزان بوده و بی‌انگیزگی و خستگی آن‌ها را در امر آموزش به‌همراه دارد. این در حالی است که طبق نظریۀ تولید فضا، کاربران باید قادر باشند تا بر اساس ادراک‌های خود و با به فعلیت درآوردن نیازها و انگیزه‌هایشان، فضایی را با عملکردهای مطلوب خود تولید و بازتولید کنند. از این رو فضای مذکور باید بستر کالبدی مناسبی را برای تجربۀ افراد فراهم آورده و با برخورداری از مرزها و قلمروها، تمایزات فضایی را رقم بزند. هدف از پژوهش حاضر بهبود کیفیت رابطۀ پیکره‌بندی فضاهای آموزشی با تجارب زیستۀ دانش‌آموزان است تا در نتیجۀ آن بتوان راهکارهایی کاربردی را برای ارتقاء کیفیت رابطۀ انسانی دانش‌آموزان با محیط مدرسه‌شان به دست آورد. روش‌شناسی مقالۀ حاضر مبتنی بر راهبرد آمیخته کیفی و کمی می‌باشد و یافته‌های پژوهش با بهره‌گیری از مصاحبۀ گروه‌متمرکز، مشاهده و شبیه‌سازی ساختار فضایی سه مدرسۀ مورد مطالعه در نرم‌افزار دپس‌مپ1 به‌دست آمده است. نتایج تحقیق حاکی از آن است که ویژگی‌های پیکره‌بندی فضاییِ مؤثر بر 1. فعالیت‌های جمعی؛ 2. خوانایی بنا؛ 3. خودمانی بودن؛ 4. عناصر حسی-محیطی؛ 5. عوامل طبیعی و فضای باز؛ 6. آسایش فیزیکی و اقلیمی و 7. فعالیت‌های متنوع می‌تواند بر ارتقاءکیفیت رابطۀ دانش‌آموزان با محیط و افزایش تجربۀ زیستۀ آن‌ها تأثیرگذار باشد.
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