آموزش همزمان و ترکیبی دروس پایه معماری، عامل موثر بر ارتقاء انگیزش تحصیلی دانشجویان، مورد مطالعاتی: محتوای درس هندسه کاربردی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری معماری، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران

2 دانشیار گروه معماری، دانشکده معماری و شهرسازی، دانشگاه علم و صنعت ایران، تهران، ایران

3 استادیارگروه معماری، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران.

چکیده

با توجه به آموزش متفرقه و پراکنده دروس پیش‌نیاز طراحی در رشته معماری و عدم هماهنگی اساتید با یکدیگر و انتخاب سلیقه‌ای نوع تمرین‌های دروس پیش نیاز طراحی، شاهد مشکلاتی در فرآیند طراحی معماری می‌باشیم، که نتیجه آن بی‌انگیزگی در دانشجویان می‌باشد. انگیزش از جمله مفاهیم رایج در مسائل آموزشی است. وقتی در سیستم آموزشی مشکلاتی همچون افت تحصیلی رخ می‌دهد، از انگیزه یادگیرنده به‌عنوان یکی از علل مهم آن یاد می‌شود. از سال 1378 با تغییر مقطع از کارشناسی‌ارشد پیوسته به کارشناسی پیوسته، وضعیت آموزش معماری دستخوش دگرگونی‌هایی گردید و درس ترکیب یک به درس‌هایی مانند: هندسه کاربردی، کارگاه مصالح ساخت و درک و بیان محیط تفکیک شد. هدف از این مقاله، بررسی تأثیر روش‌های تدریس آتلیه‌ای (ترکیبی و تفکیکی) بر میزان انگیزه تحصیلی دانشجویان معماری می‌باشد. در این پژوهش، از روش ترکیبی بهره گرفته شد. بدین صورت که تمرین آموزش ترسیم پلان و مقطع پله دو طرفه در درس هندسه کاربردی، با دو شیوه ترکیبی (آموزش همزمان دروس پایه) و تفکیکی (آموزش مستقل دروس پایه) در نظر گرفته شد، جامعه آماری در این پژوهش، دو گروه 18 نفری از دانشجویان نیمسال اول دانشگاه آزاد ارومیه بوده و برای گردآوری اطلاعات کمی از پرسشنامه استاندارد انگیزش تحصیلی دانشجویان والرند، استفاده شد و گردآوری داده‌های کیفی از طریق مشاهده آثار دانشجویان و مصاحبه با دانشجویان و اساتید معماری انجام شد. تجزیه تحلیل داده‌های کمی از طریق آزمون T دو نمونه‌ای مستقل و تجزیه و تحلیل داده‌های کیفی مبتنی بر نظریه زمینه‌ای بوده و در نهایت نوعی فرااستنباط صورت می‌گیرد. نتایج بحث حاکی از این است که آموزش دروس پایه از جمله درس هندسه کاربردی در رشته معماری با استفاده از روش ترکیبی و همزمان باعث افزایش علاقه‌مندی و ارتقاء انگیزه درونی و بیرونی دانشجویان معماری شده و در نتیجه کیفیت آموزش ارتقاء می‌یابد

کلیدواژه‌ها


عنوان مقاله [English]

Simultaneous Teaching of Basic Architecture Courses: A Factor Affecting Students’ Academic Motivation; Case Study: The Contents of Practical Geometry

نویسندگان [English]

  • Babak Motiei 1
  • Fatemeh Mehdizadeh Saradj 2
  • Qader Bayzidi 3
1 Ph.D. Student of Architecture, Department of Architecture, Islamic Azad University, Sanandaj Branch, Sanandaj, Iran.
2 Associate Professor of Architecture, Department of Architecture, School of Architecture and Urbanism, Iran University of Science & Technology, Tehran, Iran
3 Assistant Professor of Architecture, Department of Architecture, Islamic Azad University, Sanandaj Branch, Sanandaj, Iran
چکیده [English]

Due to the various courses prerequisite for architectural design education, lack of coordination amongst professors and their arbitrary choosing of exercises, architectural education faces various problems, resulting in students’ demotivation. Motivation is one of the most-talked-about concepts in educational issues. One of the important reasons attributed to problems such as academic failure is the learner’s motivation. Because of changing the academic level from the continuous Master’s degree to the continuous Bachelor’s degree in 1999 in Iran, architecture education has been changed and the “Composition” course was divided into courses such as practical geometry, perception and presentation of environment and building materials workshop. The present study aims to investigate the impact of studio-based teaching methods (integrated and disintegrated) on the architecture students’ academic motivation. In this study, a combination method was applied as follows: in the practical geometry course, it is considered how to draw the plan and cross-section of the two-way staircase. The statistical population consists of two groups of 18 first semester students of Islamic Azad University (Urmia branch). The quantitative data are collected using Valrand Students’ Academic Motivation Questionnaire. Qualitative data are collected through observation of students’ works and the qualitative data through observing students’ works and interviewing with architecture students and professors of architecture. The quantitative data analysis is performed using independent-sample T-test and qualitative data analysis based on the grounded theory and finally, a kind of meta-deduction is obtained. The results show that teaching basic courses such as practical geometry in the field of architecture using an integrated method increases architecture students’ interest, intrinsic and extrinsic motivations and thus improves the quality of education.

کلیدواژه‌ها [English]

  • architecture education
  • Basic courses
  • Practical Geometry
  • Academic motivation
  • Simultaneous Teaching
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