مدل علی نفوذپذیری بصری فضاهای آموزشی بر بازسازی تمرکز ذهنی
محورهای موضوعی : تکتونواستراتیگرافیسولماز حیدری 1 , حامد مضطرزاده 2 , حمیدرضا عظمتی 3 , ملیحه تقی پور 4
1 - گروه معماری، واحد شیراز، ، دانشگاه آزاد اسلامی، شیراز، ایران
2 - گروه معماری، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران
3 - گروه معماری، دانشگاه تربیت دبیر شهید رجایی
4 - گروه معماری ، واحد شیراز،دانشگاه آزاد اسلامی، شیراز، ایران
کلید واژه: منظر, نفوذپذیری بصری, بازسازی تمرکز ذهنی, فضاهای آموزشی,
چکیده مقاله :
چکیده
تمرکز ذهنی بعنوان یکی از اصلی ترین شروط یادگیری و موفقیت تحصیلی است که می تواند توسط نفوذپذیری بصری و ارتباط دیداری مطلوب کلاس های درس با منظره بیرون، بازسازی گردد.
بر این اساس، پژوهش حاضر با هدف بررسی تاثیر انواع نفوذپذیری بصری بر اساس محتوای منظر بر بازسازی تمرکز ذهنی دانش آموزان انجام گرفت. جامعه آماری این پژوهش، تمامی دانش آموزان محصل در سال تحصیلی 98-97 در مقطع متوسطه دوم شهر شیراز با گروه سنی 16 تا 18 سال است که با استفاده از روش خوشه ای تصادفی چند مرحله ای بعنوان نمونه در سه گروه آزمایش(هرگروه 15 نفر) انتخاب شدند. آزمودنی ها بوسیله پرسشنامه و آزمون روانشناسی در دو مرحله قبل و بعد از مداخله مورد ارزیابی قرار گرفتند و مجموع داده ها بر اساس آزمون تی زوجی به منظور یافتن ارتباط معنادار میان نفوذپذیری بصری و بازسازی تمرکز ذهنی دانش آموزان مورد تجزیه و تحلیل قرار گرفتند.
نتایج حاصل از پژوهش نشان می دهد که تمرکز ذهنی دانش آموزان پس از انجام فعالیت های درسی، می تواند به میزان زیادی از طریق دسترسی بصری به مناظر طبیعی محیط بیرون بازسازی گردد. این در حالی است که عدم وجود پنجره و منظر در کلاس و مشرفیت به مناظر کالبدی به ترتیب کمترین تاثیرات را بر بازسازی تمرکز ذهنی آنان دارد.
Mental focus is one of the main conditions for learning and academic achievement, which can be reconstructed by visual permeability and the ideal visual communication of classrooms with the outlook.
Accordingly, the present study aimed to investigate the effect of visual permeability types on the basis of out landscape content on rehabilitation of mental concentration of students. The statistical population of this study was all students in the second section of high schools in Shiraz, aged 16 to 18 years, who were randomly selected as multistage cluster sampling (in each group of 15) ) were chosen.
Subjects were evaluated by a questionnaire and psychological test in two stages before and after the intervention, and the totality of data was analyzed based on the paired t-test to find a meaningful relationship between visual permeability and cognitive mental restoration of students.
The results of this research show that students' mental focus after conducting their activities can be greatly improved through visual access to the natural landscape of the outside environment. However, windowlessness in the classroom and the periphery of the physical elements have the least effect on restoring their mental concentration, respectively.
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