تحلیل نقش طراحی فضاهای آموزشی در تقویت مهارتهای شناختی و ارتباطی دانشآموزان پسرانۀ مقطع ابتدایی (مورد پژوهی: مدارس منتخب در کلانشهر کرمانشاه)
محورهای موضوعی : روانشناسی محیطی در معماری و شهرسازییاسمین دوزدوزانی 1 , بهنام شیرویه زاد 2
1 - استادیار، گروه معماری، واحد آذرشهر، دانشگاه آزاد اسلامی، تبریز، ایران.
2 - دانشجوی دکتری گروه معماری، واحد ارس، دانشگاه آزاد اسلامی، جلفا، ایران
کلید واژه: طراحی فضاهای آموزشی, مهارتهای شناختی, مؤلفههای یادگیری, محیط آموزشی, شهر کرمانشاه,
چکیده مقاله :
طراحی فضاهای آموزشی، فراتر از یک پوسته فیزیکی، بهعنوان «معلم سوم» نقشی کلیدی و تعیینکننده در شکلدهی به مهارتهای شناختی و ارتباطی دانشآموزان ایفا میکند. این فضاها بستری پویا هستند که تأثیر مستقیم و انکارناپذیری بر کیفیت فرآیند آموزش، انگیزه یادگیری و غنای تعاملات اجتماعی دارند. پژوهش حاضر با درک این اهمیت، به بررسی تطبیقی چهار مدرسه ابتدایی پسرانه در شهر کرمانشاه (شریفی، غدیر، خوارزمی و دانا) پرداخته است. این مؤلفهها شامل برنامهریزی و سازماندهی، فضا و جهت (توانایی جهتیابی و درک نقشه ذهنی)، مفاهیم زمان (درک توالی و مدت زمان)، حافظه (تقویت حافظه کوتاهمدت و بلندمدت)، مهارتهای پایه خواندن، نوشتن و حساب، درک بدن خود (هوش جنبشی-حسی)، درک اشکال بصری (هوش تصویری)، درک زبان گفتاری، زبانرسا (مهارت بیان شفاهی) و ارتباط کلامی بودند که بهعنوان معیارهای اصلی سنجش تأثیر محیط فیزیکی انتخاب شدند. تحلیل آماری دادههای گردآوریشده با استفاده از ضریب همبستگی پیرسون، روابط کمّی قابل تأملی را بین کیفیت طراحی محیط و سطح این مهارتها آشکار ساخت. مؤلفه "فضا و جهت" با ضریب همبستگی 560/0 و "مفاهیم زمان" با ضریب 594/0، ارتباطی قوی و مثبت با طراحی محیط آموزشی نشان دادند. این نتایج حکایت از آن دارد که فضاهای آموزشی خوانا، منظم، غنی از نشانههای بصری و دارای نورپردازی و رنگآمیزی مناسب، به درک بهتر مفاهیم انتزاعی مانند فضا و زمان کمک شایانی میکنند. در مقابل، مهارتهای زبانی پیشرفتهتر مانند "درک زبان گفتاری" با ضریب 100/0 و "زبان رسا" با ضریب 093/0، کمترین میزان همبستگی را با ویژگیهای فیزیکی محیط نشان دادند. یافتههای این پژوهش بهوضوح حاکی از تفاوت معنادار عملکرد دانشآموزان در مدارسی با طراحی متفاوت است و اثبات میکند که معماری و طراحی آگاهانه فضاهای آموزشی نهتنها یک امر لوکس، بلکه یک ضرورت انکارناپذیر در فرآیند یادگیری است.
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This research positions educational space design as a "third teacher," asserting its critical influence on students' cognitive and communication skills. The study argues that these spaces are dynamic environments with a direct impact on educational quality, learning motivation, and social interactions. To investigate this, a comparative analysis was conducted across four boys' primary schools in Kermanshah, selected for their diversity in architectural style and building age to represent a spectrum of environmental conditions. The methodology involved assessing ten key components grounded in environmental psychology and educational science. These components measured cognitive and communicative abilities, including planning/organization, spatial orientation, time concepts, memory, basic academic skills, bodily awareness, visual intelligence, and verbal communication skills. Using Pearson correlation coefficient analysis, the study quantified relationships between environmental design quality and skill levels. Results demonstrated a strong, positive correlation between the physical environment and spatial-temporal perception skills. Specifically, "space and direction" (r=0.560) and "time concepts" (r=0.594) showed high dependence on design quality. The findings suggest that legible, orderly spaces rich in visual cues, appropriate lighting, and color significantly aid in understanding abstract concepts. Conversely, advanced language skills like "understanding spoken language" (r=0.100) and "expressive language" (r=0.093) showed minimal correlation with physical design characteristics. The study conclusively demonstrates a significant difference in student performance linked to architectural design, proving that conscious educational space design is not a luxury but an undeniable necessity for effective learning. It underscores that well-designed environments particularly enhance the comprehension of abstract, spatially-grounded concepts. |
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