مدل تحلیل فرآیند آموزش طراحی معنامحور مسکن با کاربست رویکرد نشانه شناختی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری معماری، دانشکده معماری و شهرسازی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

2 دانشیار گروه معماری، دانشکده معماری و شهرسازی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

3 دانشیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

چکیده

کم‌رنگ شدن هویت معماری به‌ویژه در حوزه مسکن را می‌توان در کم‌توجهی به معناشناختی در آموزش طراحی ریشه‌یابی نمود. کاربرد عوامل معناساز راهی مؤثر در بازیابی هویت و القای حس تعلق به مکان است و بهره‌گیری از نشانه‌ها به‌عنوان شاخص‌ترین عوامل معنایی، از بهترین راهکارها در معنادهی به فضای مسکن محسوب می‌شود. پیشینه پژوهش به‌طور عمده به تبیین مفاهیم معنا، نشانه و مشکلات آموزش معماری و تضعیت هویت در مسکن می‌پردازد و «نگرش به معنا از دیدگاه عملی»، «عدم توجه به نقدهای محتوایی در آموزش طراحی معماری»، «نگرش به معنا، از باب تأثیرات مخاطب»، «کم‌توجهی و یا نگرش ظاهری به نقش پژوهش در فرآیند آموزش طراحی»، خلأ تحقیقاتی محسوب می‌شود. دست‌یابی به هدف «معنامحور نمودن آموزش طراحی مسکن با تأکید بر دانش نشانه‌شناسی، از باب مخاطب محوری»، از طریق پاسخ‌گویی به سؤالات چیستی مؤلفه‌های مؤثر بر آموزش طراحی معنامحور و چگونگی روابط میان آن‌ها قابل دست‌یابی است. روش‌های تحقیق پیمایشی و همبستگی با ابزار پرسش‌نامه پاسخ بایست و نمونه‌گیری از اساتید و دانشجویان معماری دانشگاه‌های شهر تهران تحقق یافته است. براساس نتایج تحقیق، شناخت جامعه مخاطبان از طریق تحلیل پژوهش‌ محور بستر و دست‌یابی به ابعاد زیبایی‌شناسی و روان‌شناسی از دیدگاه کاربران، مهم‌ترین عوامل مؤثر بر ارزیابی نظرات مخاطبان و ورود معنا به فرآیند طراحی مسکن از طریق به‌کارگیری نشانه‌ها است. براساس مدل پیشنهادی تأثیر وجوه زیبایی‌شناسانه بر فرآیند آموزش طراحی معنامحور، نسبت به ابعاد روان‌شناختی، بیش‌تر است. فرآیند چرخه‌ای شناسایی بستر و کاربرد نشانه‌ها در قالب طراحی و نیز ارزیابی نشانه‌ها توسط مخاطبان، مهم‌ترین وجوه ارتباطی میان عوامل مؤثر بر آموزش طراحی معنامحور مسکن تبیین شد. در راستای زمینه‌سازی انطباق نهایی طراحی مسکن با خوانش مخاطبان، آموزش طراحی مطابق با چرخه‌های جزیی مدل، از مرحله تحلیل پژوهش محور تا ارزیابی در هریک از مراحل ایده‌پردازی، طراحی فرم و کالبد و روابط فضایی ضروری است

کلیدواژه‌ها


عنوان مقاله [English]

Analytical Model of Meaning-based Housing Design Education Using a Semiotic Approach

نویسندگان [English]

  • Marzieh Etemadipourpour 1
  • Jamaleddin Mahdinejad 2
  • Bahram Saleh Sedghpour 3
1 Ph.D. of Architecture, Faculty of Architecture and Urbanism, Shahid Rajaee Teacher Training University, Tehran, Iran
2 Associate Professor of Architecture, Faculty of Architecture and Urbanism, Shahid Rajaee Teacher Training University, Tehran, Iran.
3 Associate Professor of Educational Sciences, Faculty of Literature and Human sciences, Shahid Rajaee Teacher Training University, Tehran, Iran.
چکیده [English]

With architecture losing its identity in housing, failure to consider meaning-based design education is regarded as the main cause. Using meaning-generating factors is thought to be an effective way to retrieve identity and instill a sense of belonging to the place, while using signs as the most important meaning factors is one of the best strategies to give meaning to the housing space. The research literature mainly concerns the concepts of meaning, semiotics and problems facing architectural education as well as identity loss of housing, with "practical meaning attitude", "failure to consider content-based criticism in architectural design education", "attitude to meaning in terms of its effects on the user", and "inattention to the role of research in the design education process", being considered as research gaps. The goal of "making housing design education meaningful with emphasis on user-centered semiotic knowledge" is met via answering the questions that focus on components affecting meaning-based design education and the way they are related. The research used a survey and correlation methods along with an inventory. Professors and students of Tehran universities were selected as the samples. According to the research results, understanding the user community through research-based analysis and comprehending aesthetic and psychological dimensions from the users' point of view were found to be the most important factors affecting user views as well as the introduction of meaning in the sign-based housing design process. The proposed model found the effect of aesthetic aspects on the meaning-based design education process to be greater than psychological dimensions. The cyclical process of identifying the context and use of signs for design as well as the evaluation of signs by the user were regarded as the most important aspects of communication among the factors affecting the meaning-based housing design education. To help user understand the housing design, design education should benefit from model cycles, using research-based analysis and evaluating all ideation stages; this helps design and create spatial relations.

کلیدواژه‌ها [English]

  • Semiotics
  • Design
  • Education
  • Architecture
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