نقش انعطاف‌پذیری مدارس در مهارت اجتماعی نوجوانان (مدارس دخترانه متوسطه دوم در شیراز)
محورهای موضوعی : معماری
کیمیا السادات طبیب زاده
1
(
گروه معماری، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران
)
ملیحه تقی پور
2
(
گروه معماری، دانشکده هنر و معماری، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران
)
علی اکبر حیدری
3
(
دانشکده فنی و مهندسی، دانشگاه یاسوج، یاسوج، ایران
)
کلید واژه: مدرسه, تغییرپذیری, انعطاف‌پذیری, تنوع‌پذیری, مهارت اجتماعی,
چکیده مقاله :
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.
Adolescence is one of the most sensitive and also effective periods in the life of every person. Since one of the contexts of adolescents' lives is school, it is appropriate that adolescents' schools be the basis for the growth and development of their positive behaviors. The present article aims to determine the role of schools’ flexibility on adolescents' social skills (empathy, cooperation, responsibility, assertiveness). Because the development of social skills of girls is different from boys, the statistical population of the study is girls. Research background indicates that flexibility of educational spaces can enhance students 'learning and increase cooperation, participation and interaction of students with each other, but so far no research has been done to determine the effect of school flexibility on students' social skills, so The present research is quite innovative .The research method used in the present research is applied, qualitative-quantitative of the combined type (descriptive-analytical and case study). Data collection methods were library and survey studies with the help of documents, articles and books related to the subject as well as individual observation, Interbitzen and Foster (1992) social skills Questionnaire and researcher-made questionnaire of flexibility (with Cronbach's alpha 0.887). Three schools from Shiraz Department of Education were selected by purposive non-probabilistic sampling to distributed randomly the questionnaires and analyze them by using SPSS software as well as individual observation, to determine the relationship between flexibility of educational spaces and students' social skills and determine the most effective indicators and components of flexibility on students' social skills. Chi-square test statistics have shown that there is a significant positive relationship between the two variables, flexibility of educational spaces with students 'social skills, and also between each of the indicators of flexibility (diversity, variability and adaptability) with students' social skills.
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