نقش انعطاف‌پذیری مدارس در مهارت اجتماعی نوجوانان (مدارس دخترانه متوسطه دوم در شیراز)
الموضوعات :
کیمیا السادات طبیب زاده
1
,
ملیحه تقی پور
2
,
علی اکبر حیدری
3
1 - گروه معماری، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران
2 - گروه معماری، دانشکده هنر و معماری، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران
3 - دانشکده فنی و مهندسی، دانشگاه یاسوج، یاسوج، ایران
الکلمات المفتاحية: مدرسه, تغییرپذیری, انعطاف‌پذیری, تنوع‌پذیری, مهارت اجتماعی,
ملخص المقالة :
دورۀ نوجوانی، از دوره‌های بسیار حساس و در عین حال، تأثیرگذار در زندگی هر شخصی است. نوجوانان در این سنین بسیار تأثیرپذیر، احساساتی و عجول هستند. از این‌رو همواره سعی شده تا دبیران و خانواده‌های نوجوانان را در جریان ویژگی‌های خاصشان قرار گذاشته و آگاهی داد، اما تمام تأثیرپذیری این افراد به‌واسطۀ رفتارها صورت نمی‌پذیرد. امروزه علم روانشناسی محیط اثبات کرده است که محیط‌ها و فضاهای مختلفی که نوجوانان در آنها اوقات خویش را سپری می‌کنند، می‌توانند بر ذهن و رفتارشان مؤثر باشند. از آنجا که یکی از فضاهای زندگی نوجوانان را مدرسه تشکیل می‌دهد، شایسته است که مدارس نوجوانان، زمینه‌ساز رشد و پرورش رفتارهای مثبت آنها باشند. مشخص نمودن نقش انعطاف‌پذیری معماری مدارس و شاخص‌های آن (تنوع‌پذیری، تغییرپذیری و تطبیق‌پذیری) بر مهارت اجتماعی دانش‌آموزان نوجوان و تعیین نمودن تأثیرگذارترین شاخص بر مهارت اجتماعی نوجوانان از اهداف تحقیق بوده‌اند. روش تحقیق به‌کار رفته در پژوهش پیش رو، کاربردی، کیفی- کمی از نوع توصیفی- تحلیلی است. روش جمع‌آوری اطلاعات، مطالعات کتابخانه‌ای و پیمایشی با کمک مدارک، مقالات و کتب مرتبط با موضوع و همچنین مشاهده فردی، پرسش‌نامه مهارت اجتماعی ایندربیتزن و فوستر (1992) و پرسش‌نامه انعطاف‌پذیری محقق‌ساخته (با آلفای کرونباخ 887/0) بوده است. سه مدرسه از اداره آموزش و پرورش شیراز به‌صورت نمونه‌گیری غیراحتمالی هدف‌مند انتخاب شده تا با کمک توزیع پرسش‌نامه‌های مذکور به‌صورت تصادفی و تحلیل آنها به کمک نرم‌افزار SPSS و همچنین مشاهده فردی، اهداف تحقیق محقق گردد. گفتنی است که انعطاف‌پذیری فضاهای آموزشی و شاخص‌های آن، متغیر مستقل و مهارت اجتماعی نوجوانان، متغیر وابسته تحقیق بوده‌اند. یافته‌ها حاکی از آنند که انعطاف‌پذیری فضاهای آموزشی و شاخص‌های آن (تنوع‌پذیری، تغییرپذیری و تطبیق‌پذیری) در افزایش مهارت اجتماعی دانش‌آموزان نوجوان دختر در مقطع متوسطه دوم مؤثر است و تغییرپذیری معماری مدارس تأثیر بیشتری بر افزایش مهارت اجتماعی دانش‌آموزان دارد.
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