دانشگاه تربیت دبیر شهید رجائی
انتشارات دانشگاه تربیت دبیر شهید رجائی

  اخبار و اعلانات

 آمار

تعداد نشریات11
تعداد شماره‌ها210
تعداد مقالات2,098
تعداد مشاهده مقاله2,877,852
تعداد دریافت فایل اصل مقاله2,085,735
کاظمی, الهام, ستاری ساربانقلی, حسن, محمدزاده, رحمت, غریب پور, افرا. (1400). بررسی کیفیت فرایند آموزش درس مقدمات طراحی معماری (2) در پردیس هنرهای زیبای دانشگاه تهران. فناوری آموزش, 15(4), 815-835. doi: 10.22061/jte.2019.4830.2124
الهام کاظمی; حسن ستاری ساربانقلی; رحمت محمدزاده; افرا غریب پور. "بررسی کیفیت فرایند آموزش درس مقدمات طراحی معماری (2) در پردیس هنرهای زیبای دانشگاه تهران". فناوری آموزش, 15, 4, 1400, 815-835. doi: 10.22061/jte.2019.4830.2124
کاظمی, الهام, ستاری ساربانقلی, حسن, محمدزاده, رحمت, غریب پور, افرا. (1400). 'بررسی کیفیت فرایند آموزش درس مقدمات طراحی معماری (2) در پردیس هنرهای زیبای دانشگاه تهران', فناوری آموزش, 15(4), pp. 815-835. doi: 10.22061/jte.2019.4830.2124
کاظمی, الهام, ستاری ساربانقلی, حسن, محمدزاده, رحمت, غریب پور, افرا. بررسی کیفیت فرایند آموزش درس مقدمات طراحی معماری (2) در پردیس هنرهای زیبای دانشگاه تهران. فناوری آموزش, 1400; 15(4): 815-835. doi: 10.22061/jte.2019.4830.2124

بررسی کیفیت فرایند آموزش درس مقدمات طراحی معماری (2) در پردیس هنرهای زیبای دانشگاه تهران

فناوری آموزش
مقاله 16، دوره 15، شماره 4 - شماره پیاپی 60، مهر 1400، صفحه 815-835    اصل مقاله (2.64 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/jte.2019.4830.2124
نویسندگان
الهام کاظمی1؛ حسن ستاری ساربانقلی1؛ رحمت محمدزاده* 2؛ افرا غریب پور3
1گروه معماری، دانشکده هنر و معماری، واحد تبریز، دانشگاه ازاد اسلامی، تبریز، ایران
2گروه معماری، دانشکده معماری، دانشگاه تبریز، تبریز، ایران
3گروه معماری، دانشکده هنرهای زیبا، دانشگاه تهران، تهران، ایران
تاریخ دریافت: 23 بهمن 1397،  تاریخ بازنگری: 26 خرداد 1398،  تاریخ پذیرش: 28 خرداد 1398 
چکیده
پیشینه و اهداف: اهمیت فرایند آموزش دروس مقدمات طراحی معماری امری بدیهی است. بر همین اساس قبل از آموزش دروس طراحی معماری، گذراندن دروس مقدمات طراحی معماری پایه پیشنهاد شده است، تا دانشجویان قبل از ورود به دروس طراحی معماری با مؤلفه‌های مورد نیاز برای این دروس، آشنا شوند. در این میان درس مقدمات طراحی معماری2 بیشتر با آموزش مفاهیم معماری ارتباط دارد؛ لذا در این پژوهش کیفیت فرایند آموزش درس مقدمات طراحی معماری2 براساس ابعاد آموزشی، روانشناسی محیط، کالبدی و تجهیزاتی یا تکنولوژی در دو آتلیه5 و آتلیه6 مورد بررسی قرار گرفت، تا تأثیر ابعاد مختلف بر فرایند آموزش روشن شده و تلاش بیشتر در جهت هرچه بهتر شدن کیفیت فرایند آموزش هویدا گردد.
روش‌ها:‌ این پژوهش از نوع توصیفی- تحلیلی است و از نظر نتایج یک تحقیق کاربردی است که در آن از روش تحقیق ترکیبی استفاده شده است و بخش اول شامل پرسش‌نامه و نظرسنجی از دانشجویان است. جمع آوری داده‌ها به روش میدانی با بهره‌گیری از منابع و نیز مصاحبه و پرسش‌نامه با به‌کارگیری طیف لیکرت انجام شده است. جامعه آماری مورد مطالعه دانشجویان آتلیه5 و آتلیه6 نیم‌سال تحصیلی دوم 97-96، است که درس مقدمات طراحی معماری2 را گذرانده‌اند و با استفاده از فرمول کوکران و با ضریب خطای 5 درصد، برای اتلیه5، 30 نفر و اتلیه6، 28 نفر بوده است. برای مقایسه چهار بعد ذکر شده، در دو آتلیه5 و 6 از آزمون واریانس یک‌طرفه در برنامه spss استفاده شده است. بخش دوم تحلیل مربوط به تمرین‌های دانشجویان است که براساس هفت مؤلفه (خلاقیت، مفهوم، ارتباط، عملکرد، ساختار، مصالح و مهارت) موردنظر سرفصل وزارت علوم برای تمرین های درس مقدمات طراحی معماری(2) بررسی شده است که هرکدام از اساتید هنگام شرح تمرین مفاهیم مرتبط با آن را نیز ذکر کرده‌اند.
یافته‌ها: کیفیت بعد آموزشی در بازه 65-13 امتیاز، در آتلیه5 با میانگین40 کمتر از آتلیه6 با میانگین 52 است. کیفیت دو آتلیه5 و اتلیه6 از نظر بعد روانشناسی محیط، در بازه 26-5 امتیاز، به ترتیب دارای میانگین 16.7 و 22.1 است.. کیفیت فرایند آموزش دو آتلیه5 و آتلیه6 از لحاظ بعد کالبدی در بازه 26-5 به ترتیب دارای میانگین های 16.53و 20.85 است. دانشجویان آتلیه6 بیشتر از دانشجویان آتلیه5 به رعایت روابط فضایی آتلیه معتقد هستند و علت آن را انعطاف‌پذیری بیشتر فضا می دانند. کیفیت فرایند آموزش دو آتلیه5 و آتلیه6 از لحاظ بعد تجهیزاتی در بازه 26-5 به ترتیب دارای میانگین های 16.53 و 20.85 است. بخش دوم تحلیل مربوط به تمرین‌های دانشجویان است که براساس هفت مؤلفه (خلاقیت، مفهوم، ارتباط، عملکرد، ساختار، مصالح و مهارت) موردنظر سرفصل وزارت علوم برای تمرین‌های درس مقدمات طراحی معماری2، بررسی شده است که هرکدام از اساتید هنگام شرح تمرین مفاهیم مرتبط با آن را نیز ذکر کرده‌اند. یافته‌ها نشان می‌دهد که در تمرین‌های مربوط به آتلیه5 مفاهیم به‌کار برده شده به ترتیب اهمیت خلاقیت و مهارت، مفهوم و عملکرد، ارتباط و مصالح و در نهایت سازه و در آتلیه6 مفهوم، خلاقیت و عملکرد و سازه، ارتباط و مهارت و در آخر مصالح است.
کلیدواژه‌ها
بررسی فرایند؛ مقدمات طراحی معماری2؛ فرایند اموزش؛ کیفیت
موضوعات
محیط یادگیری
عنوان مقاله [English]
Studying the quality of teaching the course of the Introduction to architectural design (2) at the Faculty of Fine Arts, University of Tehran
نویسندگان [English]
E. Kazemi1؛ H. sattari sarebangoli1؛ R. Mohammadzade2؛ A. Gharibpur3
1Department of Architecture, Faculty of Arts and Architecture, Tabriz Branch, Islamic Azad University, Tabriz,
2Department of Architecture, Faculty of Architecture, Tabriz University, Tabriz, Iran
3Department of Architecture, Faculty of Fine Arts, University of Tehran, Tehran, Iran
چکیده [English]
Background and Objectives: The importance of the process of teaching the basics of the architechtural design is obvious. Accordingly, before teaching the architectural design courses, it is suggested to take the architectural design courses, so that the students become familiar with the components required for these courses before entering the architectural design courses. Among these, the basic architectural design (2) is more related to teaching architectural concepts, so in this study, the quality of the teaching process of the course of the introduction to the architectural design (2) was examined based on educational, environmental psychology, physical and equipment or technology dimensions in two Ateliers of 5 and 6 so that the effect of different dimensions on the education process can be clarified and more efforts can be made to improve the quality of the education process.
Methods: This research is a descriptive-analytic study and based on its results, it is regarded as an applied research. In which the combined research method has been used. The first part of this study consists of a questionnaire and a survey of students. Data collection was done by field method, using resources and also interviews and questionnaires, using the Likert scale. The statistical population of the study comprised of 30 students of Atelier 5 and 28 students of atelier 6 in the second semester of the academic year of 2017-2018 who had passed the course of the introduction to architectural design (2). To compare the aforementioned four dimensions in Atelier 5 and Atelier 6, one-way analysis of variance in the software program of SPSS was used. The second part of the data analysis was related to examing the students’ exercises, based on seven components (creativity, concept, Relationship, function, structure, materials, and skills) as the syllabus was selected by the Ministry of Science for the exercises of the course of the introduction to architectural design (2) in which each of the course professors has also mentioned the related concepts when describing the practice.
Findings: The quality of the educational dimension in the range of 13-65 points in Atelier 5 with an average of 40 is lower than that of Atelier 6 with an average of 52. The quality of the two Ateliers of 5 and 6 in terms of the dimension of the environmental psychology, in the range of 5-26 points, has an average of 16.7 and 22.1, respectively. The quality of the training process of Atelier 5 and Atelier 6 in terms of the physical dimension in the range of 5-26 points has an average of 16.53 and 20.85, respectively. The students of Atelier 6 as compred to the students of Atelier 5 have a stronger belief in maintaining the spatial relationships of the atelier, and they believe its reason lies in the greater flexibility of the space. The quality of the training process of the two Ateliers of 5 and 6 has an average of 16.53 and 20.85 in terms of equipment in the range of 5-26 points, respectively. The second part of the analysis is related to examining the students’ exercises, which are based on the seven components (creativity, concept, relationship, function, structure, materials, and skills) as the syllabus selected by the Ministry of Science for the exercises of the course of the introduction to the architectural design (2) in which each of the professors has also mentioned the related concepts when describing the exercise. The findings indicate that in the exercises related to Atelier 5, the concepts used in terms of significance are creativity and skill, concept and function, the relationship and materials, and finally structure, respectively. Moreover, in the exercises relatd to Atelier 6, the concepts used in terms of significance are concept, creativity, and function and structure, relationship and Skill and, finally, material, respectively.
Conclusion: The results show that dimension of education in general is valuated as 63.79% moderate and 36.2% good, the dimension of the environment psychology is evaluated as 13.79% poor, 3.44% moderate and 68.96% good, the body composition is evaluated as 5.17% poor, 46.55% moderate and 31% good, and finally the dimension of technology wasevaluated 63.79% weak, 20.68% average and 15.51% good. According to the professors, in both ateliers, creativity is the most important component in designing the exercises provided for the course of the introduction to architectural design (2).
کلیدواژه‌ها [English]
Process review, preliminary designing Architecture (2), Learning Process, Quality
مراجع

[1] Golkar K. [Components of urban design quality[. Sofa Journal. 2000; 32(11): 38-65. Persian.

[2] Yazdanfar A. [An overview of students' mental schemas and growth in the design training process[. Sofa Journal. 2004; 38(14): 145-170. Persian.

[3] Suheyla B. Basic Design and Architectural Project: A Case Study on the University of Karabuk. Social and Behavioral Sciences. 2012; 55: 258-265.

[4] Selay Y, Gozde i, Yavuz T. An Innovative Approach in Architectural Education: designing a utopia. Social and Behavioral Sciences. 2013; 89: 821-829.

[5] Ministry of Science, Research and Technology. The council of excellent planning, undergraduate architecture curriculum. 2013.

[6] Sevinc K. An Analytic Study on the traditional studio environments and the use of the constructivist studio in the architectural design education. Social and Behavioral Sciences. 2014; 1: 401-408.

[7] Shafayi M. [The role of "game-centered learning" in architectural design education, case study: architectural design (1) of bachelor[.Technology of Education Journal. 2017; 13(1): 121-131. Persian.

[8] Rezayiashtiany S, Mehdinejhad J. [Provide an educational assessment model benchmarking architectural design ateliers[.Technology of Education Journal. 2019; 13(2): 441-458. Persian.

[9] Mahmudi A. [The role of architecture university in improving the quality of architectural education[. Journal of Fine Art. 2005; 21(21): 105-108. Persian.

[10] Rostaminajafabadi M, Aghahoseiny M. [Strategies for improving the quality of teaching for course workshop on building materials and construction materials in architecture[. Iran Restoration and Architecture. 2016; 11(1): 101-115. Persian.

[11] Soleymani S. [The effect of interactive multimedia on improving the quality of structural education in architecture[. Iranian Architecture and Urban Design Journal. 2013; 4(1): 75-83. Persian.

[12] Durudgar G. [Modifying student choice to improve quality of architecture education practical steps to achieve desired situation[. Architecture and Urban Design Journal. 2009; 38(1): 25-36. Persian.

[13] Zarkesh A. [Quality of training and professional work in creating the interconnection between space and structure in the contemporary western architecture[. Journal of Fine Art. 2005; 23(23): 43-52. Persian.

[14] Tofigidariyan J. [Necessity of quality improvement in Iranian higher education[. Industry and University Journal. 2009; 2(5-6): 5-10. Persian.

[15]   Ashraf M. S. Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios.  Frontiers of Architectural Research. 2017; 6: 204-217.

[16] Ghaneirad M, Ebrahimabadi H. [The impact of educational social structure on students' performance[. Iranian High Education Journal. 2010; 2(4): 1-27. Persian.

[17] Le y, Zhiqiang G. Distributed parallel deep learning of hierarchial extreme learning machine for multimode quality prediction with big process data. Engineering Applications of Artificial. 2019; 81: 450-465.   

[18] Choi-HO j, Jong-Seok L. Embrace net, a robust deep learning architecture for multimodal classification.  Information Fusion Journal. 2019; 51: 259-270.

[19] Emamgoli A, Ayvaziyan S, Mohammadizade A, Islami S. [Environmental psychology the common area of architecture and behavioral science[. Journal of Behavioral Science. 2014; 4(14): 23-44. Persian.

[20] Mortazavi S. Environmental psychology. Tehran: Shahid Beheshti University publications; 2001. Persian.

[21] Namaziyan A, Gharoni F, The lost circle of the psychology of the Environment in the Education of Architecture. Iranian  Journal of Architecture and Urban Development. 2014; 4(1): 121-131. Persian.

[22] Mahmudi Gh. [Environmental psychology[. Andro M, Te F (Author). Tehran: Zarbaf Altstat publications; 1999. Persian.

[23] Matlabi G. [Environmental psychology new knowledge in the service of architecture and urban design[. Journal of  Fine Art. 2001; 10: 52-67. Persian.

[24] Namaziyan A. [The environment and social behavior, privacy, personal space, territory and congestion[. Altman, A (Irwin). United States: New York; 2003. Persian.

[25] PalasmaJ. Eyes, skin, architecture and sensory perception. Wiley-Academy publishing; 2009.

[26] Meryem Y. "Exploratory" and "Descriptive" aspects of environmental psychology course within the interior design education. Social and Behavioral Sciences. 2015; 174: 3531-3541.   

[27] Kamelniya H. Grammar designing learning environments. Tehran: Sobhannour Publications; 2009. Persian.

[28] Bastanfar Gh. [Services and audio damage in educational spaces[. School Journal. 2000; 23. Persian.

[29] Mahmudi, M. Design of educational spaces with a flexible approach. Tehran: Tehran University Publications; 2011. Persian.

[30] Rahbarimanesh K, Rahmatizade Ali. The study of effective physical factors in educational settings to improve the learning process of children. New regional conference on architecture: 2011, Iran. Persian.

[31] Moarinia M. Lighting design for educational areas of architecture and building. Tehran: Tahan publications; 2009. Persian.

[32] Shaterian R. Design and architecture of educational spaces. Tehran: Azar publications; 2008. Persian.

[33] Hemat N. Impact of the environment on the training of talents. Tehran: Law faculty publications; 2008. Persian.

[34] Mansuryar Z, Jalalian S. [Improvement of students' interactivity by improving the spatial and physical quality of vocational schools (case study: Shahid Sajadji Conservatory in Kaboodarahang city)[. Seven Fence Environmental Studies Journal. 2017; 5(20): 67-80. Persian.

[35] Tagizade, K, Mahmudi M. The role of virtual education and the Internet in the process of teaching architecture. The 2nd conference on engineering education with a future attitude: 2009, Iran. Persian.

[36] Tagizade K. Mahmudi M. Information technology and the evolution of architectural engineering education. The 2nd conference on engineering education in 1404: 2009, Iran. Persian.

[37] Horan T. Digital and campus universities: tensions and interactions. Pergamon: Emerald group publishing limited; 2000.

[38] Garner S. Is sketching relevant in virtual design studios? London: Longmans Publishing; 2005.

[39] Architecture schools involved with collaborative VDS. 2004.

[40] Laiserin J. Form atelier to e-telier: virtual design studios. Architectural record. 2002.

[41] Raberts A. Cognitive styles and student progression in architectural design education. Design Studies. 2006; 2(27): 167-181.

[42] Demirbas O.O, Demirkan H. Focus architecture design process through learning styles. Design Studies. 2003; 5(24): 437-456.

[43] Mehdizade seraj F, Farsimohammadipur A. [Pathology microprojects courses preliminary design architecture, In accordance with the needs of students in architecture design courses[. Fine Art Journal- Architecture and Urbanism. 2012; 4(17): 61-7. Persian.

[44] Mortazavi S. Environmental psychology. Tehran: Shahid Beheshti publishing; 2002. Persian.

[45] Parsa M. Learning psychology. Tehran: Payamnour publishing; 1993. Persian.

[46] Lang J. Creating architectural theory. New York: Van Nostrand Reinhold publishing; 2004.

[47] Arjmand M, Khani M. [The role of private in Iranian house[. Journal of Studies on Iranian-Islamic City. 2012; 7(2): 27-38. Persian.

[48] Falakian N, Gholamalizadeh H. Characteristics of the physical environment of education and the process of qualitative growth of architecture students. International conference on research in behavioral and social sciences: 2015: Istanbul, Turkey

[49] Habibi R. [Mental images and sense of place[. Journal of Fine Art. 2008; 35: 39-50. Persian.

[50] Lotfata A. [The Impact of environmental factors on learning and behavior in learning environments in the city[. Journal of Urban Management. 2008; 21(6): 73-90. Persian.

[51] Gholamalizadeh H, Mokhberi N. [Physical environment education and self-actualization process for architecture students[. Armanshahr Journal. 2014; 13(7): 81-91. Persian.

[52] Lynch K. City features. London: The MIT Press publishing; 2008.

[53] lukman N, Nik Ibrahim B, Utaberta N. Learning in Architecture Design Studio. Social and Behavioral Sciences. 2012; 60: 30-35.

[54] Ergecgil Cikis S, Cil E. Problematization of Assessment in the Architectural Design Education: First Year as a Case Study. Social and Behavioral Sciences. 2009; 1: 2103-2110.

[55] Sagafi M, Sarmadi M, Peykanpur F. [Learning process design learning environments, case study: architecture design studio3[. Shabak Monthly. 2016; 2(11): 77-86. Persian.

[56] Sagafi M, Moafar F, Musavi M. [Investigating the impact of method of teaching the direct participation of the professor and student on the learning process of preliminary design architecture[. Iran Restoration and Architecture Journal. 2015; 10(5): 79-91. Persian.

[57] Garibpur A, Tutunchimogadam M. [Comparative review of basic design training program in bachelor of architecture[. Fine Art Journal- Architecture and Urbanism. 2015; 4(20): 50-72. Persian.

[58] Tagvayi H, Samyari A. [Pathology of design course program in landscape architecture in Iran with emphasis on educational content of landscape design studio1[. Iranian Architectural Studies Journal. 2015; 8: 135-119. Persian.

[59] College of Fine Arts, Tehran University.

آمار
تعداد مشاهده مقاله: 1,879
تعداد دریافت فایل اصل مقاله: 1,299


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب