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هاشم پور, پریسا, احمدی, معصومه, ندیمی, حمید. (1398). کاربرد هوش عاطفی در فرایند آموزش طراحی معماری، جستاری در الزامات رشته معماری از حیث مهارت‌های عاطفی. فناوری آموزش, 13(3), 672-686. doi: 10.22061/jte.2018.3574.1902
پریسا هاشم پور; معصومه احمدی; حمید ندیمی. "کاربرد هوش عاطفی در فرایند آموزش طراحی معماری، جستاری در الزامات رشته معماری از حیث مهارت‌های عاطفی". فناوری آموزش, 13, 3, 1398, 672-686. doi: 10.22061/jte.2018.3574.1902
هاشم پور, پریسا, احمدی, معصومه, ندیمی, حمید. (1398). 'کاربرد هوش عاطفی در فرایند آموزش طراحی معماری، جستاری در الزامات رشته معماری از حیث مهارت‌های عاطفی', فناوری آموزش, 13(3), pp. 672-686. doi: 10.22061/jte.2018.3574.1902
هاشم پور, پریسا, احمدی, معصومه, ندیمی, حمید. کاربرد هوش عاطفی در فرایند آموزش طراحی معماری، جستاری در الزامات رشته معماری از حیث مهارت‌های عاطفی. فناوری آموزش, 1398; 13(3): 672-686. doi: 10.22061/jte.2018.3574.1902

کاربرد هوش عاطفی در فرایند آموزش طراحی معماری، جستاری در الزامات رشته معماری از حیث مهارت‌های عاطفی

فناوری آموزش
مقاله 16، دوره 13، شماره 3 - شماره پیاپی 51، تیر 1398، صفحه 672-686    اصل مقاله (727.29 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/jte.2018.3574.1902
نویسندگان
پریسا هاشم پور* 1؛ معصومه احمدی1؛ حمید ندیمی2
1گروه معماری و شهرسازی، دانشکده معماری و شهرسازی، دانشگاه هنر اسلامی تبریز. ایران
2گروه معماری، دانشکده معماری و شهرسازی، دانشگاه شهید بهشتی ، تهران، ایرن
تاریخ دریافت: 05 خرداد 1397،  تاریخ بازنگری: 06 مهر 1397،  تاریخ پذیرش: 16 مهر 1397 
چکیده
پیشینه و اهداف: بسیاری از روانشناسان شناخت‌گرا بر یکپارچه‌سازی وجوه شناختی و عاطفی آدمی تأکید می‌کنند. از میان نظریات مطرح‌شده در این راستا به‌ویژه در عرصه آموزش و یادگیری، نظریه معطوف به مفهوم"هوش عاطفی"شایان توجه است. این مفهوم تفاوت‌های افراد را در درک، پردازش و استفاده از اطلاعات عاطفی در فرایند شناخت و تفکر تبیین می‌کند. بررسی‌ها نشان می‌دهند که این تفاوت‌ها پیش‌بینی کننده‌ای قوی از موفقیت افراد در تحصیل، حرفه و حتی زندگی آن‌ها به شمار می‌رود. پژوهش‌های بسیاری از تأثیر قابل‌توجه هوش عاطفی بر دست‌آوردهای مهم زندگی، ازجمله سلامت روانی و جسمی، عملکرد کاری، پیشرفت تحصیلی و روابط اجتماعی خبر‌‌داده‌اند. این در حالی است که بسیاری از مهارت‌های هوش عاطفی آموختنی هستند و با آموزش و تمرین می‌توان سطح این توانایی را در افراد ارتقا داد. اما مسئله اینجاست که با توجه به تاکید سنتی مدارس و دانشگاه‌ها به آموزش‌های علمی صرف، دروس عمومی و اختصاصی گذرانده‌شده در دوره‌های آموزشی رسمی در رشته‌های گوناگون از جمله معماری، معمولاٌ این نوع توانایی را مورد توجه قرار نمی‌دهند
روش ها: این پژوهش با رویکردی توصیفی-تحلیلی و با روش استدلال منطقی، با هدف درک نقش هوش عاطفی در اثربخشی آموزش معماری و به‌طور خاص آموزش طراحی معماری در کارگاه طراحی انجام‌شده است. در این راستا نقش هوش عاطفی شاگردان و اساتید معماری در مسائل مربوط به یادگیری ازجمله سازگاری، مشارکت و انگیزش و نیز در تفکر طراحی شاگردان معماری موردبررسی قرارگرفته است.
یافته‌ها: نتایج نشان می‌دهد سطح هوش عاطفی شاگردان و حتی اساتید معماری می‌تواند به‌عنوان عاملی تعیین‌کننده در موفقیت شاگردان معماری به‌حساب آید. از سوی دیگر، ازآنجاکه پژوهش‌ها از قابلیت ارتقاء هوش عاطفی خبر می‌دهند؛ می‌توان سازوکارهایی را برای ارتقاء هوش عاطفی شاگردان معماری  پیشنهاد کرد تا به‌عنوان راهکاری مؤثر برای یکپارچه‌سازی وجوه شناختی و عاطفی در برنامه کارگاه‌های طراحی معماری گنجانده شود.
نتیجه‌گیری: با پیش‌رو قرار دادن نقش مهم هوش عاطفی در اثربخشی آموزش طراحی، می‌توان بر ورود چنین برنامه‌هایی در این عرصه تأکید کرد. به نظر می‌رسد اگر چنانچه برنامه‌ مداخله‌ای بر اساس بنیان‌های نظری قوی تهیه و توسط اساتیدی که خود ازنظر عاطفی در سطح بالایی قرار دارند اجرا گردد؛ ارتقاء هوش عاطفی شاگردان معماری و به‌تبع آن یادگیری و موفقیت بیشتر آن‌ها را در حرفه می‌توان انتظار داشت. روشن است تدوین برنامه مداخله پاسخگو به الزامات عاطفی عرصه آموزش طراحی معماری، تدوین تمرینات آن بر اساس بنیان‌های نظری و یافته‌های تجربی معتبر و همچنین فراهم آوردن موقعیت‌هایی برای تمرین مهارت‌های عاطفی در جریان فعالیت‌های کارگاه، به پژوهش گسترده‌ای نیاز دارد. اما در این مجال، بر اساس آنچه در مقاله حاضر عنوان شد، می‌توان ادعا کرد که رویکرد مبتنی بر توانایی هوش عاطفی، قابلیت مناسبی برای تنظیم چارچوب این برنامه فراهم می‌آورد. در جهت اجرایی‌کردن و مطابقت هرچه بیشتر برنامه با نیازهای عاطفی کارگاه طراحی نیز می‌توان تدوین برنامه و تمرینات آن را بر احساسات عمده تجربه‌شده در کارگاه، که شناسایی آن‌ها نیز نیازمند پژوهش‌های آتی است، مبتنی کرد و برنامه را در کارگاه‌های دوره‌های پایه اجرا نمود.
کلیدواژه‌ها
هوش عاطفی؛ الزامات؛ آموزش طراحی معماری؛ تفکر طراحی؛ برنامه مداخله
موضوعات
رویکردهای نوین آموزشی
عنوان مقاله [English]
Application of Emotional Intelligence in the Process of Architectural Design Education: An inquiry in the requirements of architectural discipline with reference to emotional skills
نویسندگان [English]
P. Hashempour1؛ M. Ahmadi1؛ H. Nadimi2
1Department of Architecture & Urbanism, Architecture & Urbanism Faculty, Tabriz Islamic Art University, Tabriz, Iran
2Department of Architecture, School of Architecture and Urban Planning, Shahid Beheshti University , Tehran. Iran
چکیده [English]
Background and Objective:Many cognitive psychologists put emphasis on an integrative view of cognitive and affective faculties of the mind. In the course of theoretical developments in the above area, theorizing on the concept of "emotional intelligence" is considerable. The concept of emotional intelligence explains how people are different in perceiving, processing, and using emotional information in the process of cognition and thinking. Studies show that those differences are strong predictors of the individuals’ success in their education, profession, and even their lives, architectural student is no exception. Many studies have reported the significant impact of emotional intelligence on important life outcomes, including mental and physical health, work performance, academic achievement, and social relationships. However, many emotional intelligence skills are learnable and can be improved through training and practice. But the problem is that due to the traditional emphasis of schools and universities on mere scientific education, general and specialized courses taken in formal education courses in various disciplines, including architecture, usually do not consider this type of ability.
Methods: The present study- with a descriptive-analytical approach and using logical reasoning method, explores the role of emotional intelligence in developing an effective architectural education, particularly at the design studio context. In this regard, a study was conducted on how emotional intelligence influences the students’ design thinking, as well as those properties that affect the process of learning, such as adaptability, engagement, and motivation.
Findings:Given the possibility of nurturing the emotional intelligence, maintained by the research findings, teaching tactics can be developed to enhance emotional intelligence of design students as an effective way to integrate cognitive and affective aspects in the course of design studio instruction.
Conclusion:By prioritizing the important role of emotional intelligence in the effectiveness of design education, we can emphasize the entry of such programs in this field. It seems that if an intervention program is prepared based on strong theoretical foundations and implemented by professors who are themselves at a high emotional level; improving the emotional intelligence of architecture students and consequently their learning and further success in the profession can be expected. It is clear that the development of an intervention program that responds to the emotional requirements of the field of architectural design education, the development of its exercises based on theoretical foundations and valid experimental findings, as well as providing opportunities to practice emotional skills during workshop activities, requires extensive research. But in this case, based on what was stated in the present article, it can be claimed that the approach based on the ability of emotional intelligence, provides a good potential to set the framework of this program. In order to implement and adapt the program as much as possible to the emotional needs of the design workshop, the program can be based on the main emotions experienced in the workshop, the identification of which also requires future research, and the program can be implemented in basic workshops

کلیدواژه‌ها [English]
Emotional intelligence, Requirements, Architectural Design Education, Design Thinking, Intervention Program
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