شناسایی و واکاوی شاخصه‌های آموزشی و محیطی در مفاهیم، چالش‌ها و جنبه‌های آموزش به دانشجویان‌مبتدی درکارگاه‌های‌طراحی‌معماری

نویسندگان

کلمات کلیدی:

شاخصه محیطی ، شاخصه آموزشی، مبتدی یا نوآموز، آموزش معماری

چکیده

به منظور بهره وری و اثربخشی برنامه آموزش و یادگیری در کارگاه طراحی، در حوزه‌های فرایند طراحی و مساله گشایی، تفکر در طراحی، خصوصیات دانشجویان مبتدی، شیوه‌های ارزیابی در آموزش معماری و کلاه طراحی بررسی می‌شود. هدف پژوهش شناسایی و واکاوی شاخصه‌های آموزشی و محیطی در مفاهیم، چالش‌ها و جنبه‌های آموزش به دانشجویان‌مبتدی درکارگاه‌های‌طراحی‌معماری است. تحقیق براساس هدف کاربردی و به لحاظ ماهیت کیفی است، روش توصیفی تحلیل محتوا است. گردآوری داده ها اسنادی و کتابخانه ای است. در سه سطح شناخت مساله، دسته بندی و درنهایت تجزیه و تحلیل محتوا است. سطح نخست شامل عوامل و حوزه‌های تاثیرگذار و مرتبط با آموزش معماری است دسته بندی داده ها و بیان راهبردها و استراتژی‌ها باعث شناسایی شاخصه‌های آموزش به دانشجویان مبتدی در سه گروه دانش طراحی که عوامل تاثیرگذار بر آموزش از طریق رسانه،تشکیل و کسترش طرحوارهها،چگونگی مساله گشایی، و در نهایت تولید کانسپت است. ارتقا اندیشیدن و تفکر طراح دانشجویان مبتدی باعث تبدیل تفکر به فضای زیست انسان است. حضور فعالانه در طراحی معماری شامل ارتقاء طرح پژوهی و مشارکت در کارگاه طراحی است. شاخصه های محیطی و روشهای یادگیری که تاثیر محیط فیزیکی و آموزشی بر دانشجویان شامل کارگاه و امکانات آموزشی موجود در آن است، همچنین انعطافپذیری فضای کاردانشجویان، ایجاد محیط خلاق با امکانات اکتشافات و ساخت دوبعدی و سه بعدی و کتابهای کمی برای گسترش مبانی نظری دانشجویان است. با متنوع کردن شیوه های آموزش نظری و عملی، تنوع مقوله و فعالیت های انجام شده در دوره تحصیلی، و استفاده از روشهای فعال یادگیری مدرس بریادگیری دانشجو تاثیر دارد،روشهای ارزیابی موثر و مشخص شدن افراد ارزیابی کننده، پیش از ارزیابی که میتواند شامل مدرس، افراد خبره، و همکلاسی ها باشد، همچنین ارزیابی کارهای پیشین در این دسته بندی قرار میگیرد. سطح سوم بروندادی کارگاه طراحی که محصول گسترش شاخصه های آموزش به دانشجویان مبتدی است. تولید و توصیف محصول نهایی برای تحویل به کارفرمای فرضی، گسترش دانش علمی معماری (جمع آوری گنجینه ی ایده ها، تکامل همزمان، شناسایی، بازنمایی)، با مشاهده محصول نهایی ساخته شده در جهت ارتقای ایده  خود، تشخیص ایده های خود و دیگران، حل مساله (ساخت گزینه های طراحی و امتحان گزینهرهای طراحی با استفاده از ساختن و طراحی)، دیالوگ یا گفتگو بین دانشجویان و استاد است. 

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2025-12-18 — به روز شده در 2026-07-27

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زندی محب آ. (2026). شناسایی و واکاوی شاخصه‌های آموزشی و محیطی در مفاهیم، چالش‌ها و جنبه‌های آموزش به دانشجویان‌مبتدی درکارگاه‌های‌طراحی‌معماری. مجله معماری منظر و طراحی باغ, 1(1), 98-108. https://lagdj.com/index.php/lagdj/article/view/1 (Original work published 2025)