معماری و شهرسازی آرمان شهر

معماری و شهرسازی آرمان شهر

نقش عوامل کالبدی در بهبود فرآیند یاددهی- یادگیری در کلاس‌های چندپایه، مورد مطالعاتی: مدارس ابتدایی روستایی استان یزد

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی ‌‌دکتری ‌‌معماری، دانشکده هنر و معماری، دانشگاه آزاد اسلامی واحد اصفهان‌‌ (خوراسگان)، اصفهان، ایران.
2 دانشیار گروه معماری، دانشکده هنر و معماری، دانشگاه آزاد اسلامی واحد اصفهان‌‌ (خوراسگان)، اصفهان، ایران (نویسنده مسئول).
3 استادیار‌‌ گروه معماری، دانشکده هنر و معماری، دانشگاه ملی مهارت، تهران، ایران.
4 دانشیار گروه معماری، دانشکده هنر و معماری، دانشگاه آزاد اسلامی واحد اصفهان‌‌ (خوراسگان)، اصفهان، ایران.
5 دانشیار گروه برنامه درسی، دانشکده‌‌ روان‌شناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد اصفهان‌‌ (خوراسگان)، اصفهان، ایران.
10.22034/aaud.2026.507292.2957
چکیده
«کلاس‌های چندپایه» یکی از الگوهای رایج آموزشی در مناطق روستایی و کم‌جمعیت کشور به‌شمار می‌روند که در آن‌ها، یک معلم مسئول آموزش هم‌زمان چندپایه‌ی تحصیلی است. این شیوه چالش‌های زیادی را در مدیریت فرآیند یاددهی- یادگیری ایجاد می‌کند. ویژگی‌های کالبدی و فیزیکی فضاهای آموزشی نقش قابل توجهی در کیفیت این فرآیند دارد. در بسیاری از مدارس روستایی، فضای فیزیکی کلاس‌ها نامناسب، ناکارآمد و فاقد حداقل استانداردهای آموزشی است. در این پژوهش تلاش می‌شود تأثیر مشخصات کالبدی کلاس‌های چندپایه بر کیفیت مدیریت آموزشی از منظر تجارب زیسته‌ی معلمان و دانش‌آموزان -به صورت یک مطالعه‌ی موردی در مدارس ابتدایی روستایی استان یزد- بررسی شود. این مطالعه با روش ترکیبی (آمیخته) و در چارچوب رویکرد پدیدارشناسی تفسیری صورت پذیرفته است. داده‌های کیفی از طریق مصاحبه‌های نیمه‌ساختاریافته‌ی عمیق با ۲۳ نفر از معلمان مجرّب این کلاس‌ها و مشاهده‌ی مشارکتی در ۱۵ مدرسه منتخب گردآوری شد. در مرحله کمّی، پرسش‌نامه‌ای محقق‌ساخته مبتنی بر یافته‌های کیفی، بین ۱۵۰ دانش‌آموز توزیع و تحلیل شد. داده‌ها با استفاده از کدگذاری تماتیک (برای بخش کیفی) و آزمون‌های تی تک‌نمونه‌ای و همبستگی در نرم‌افزار SPSS (برای بخش کمّی) مورد تحلیل قرار گرفت. نتایج تحقیق، وجود رابطه معنادار میان مؤلفه‌‌های کالبدی و فرآیند یاددهی- یادگیری را نشان می‌‌دهد و در خصوص میزان تأثیرگذاری فضاهای جمعی و فردی، ایجاد فضاهای متناسب با مقیاس کودکان و انعطاف‌‌پذیر‌‌ بودن به لحاظ فرمی، استفاده از تنوع در سطوح و دیوارها و ایجاد دید مناسب برای تسلّط معلم بر دانش‌‌آموزان تأکید دارد و لزوم توجه بیش‌تر به آن را به‌عنوان عاملی زنده در افزایش کیفیت یاددهی و یادگیری نمایان می‌کند. همچنین نشان می‌دهد که بازطراحی فضاهای آموزشی چندپایه با محوریت عوامل فوق، نه تنها یک ضرورت فنی، بلکه یک راهبرد آموزشی مؤثر برای کاهش چالش‌های تدریس در این کلاس‌ها است. پژوهش حاضر نگاه نوآورانه‌ای در تلفیق دیدگاه‌های کاربران (معلمان و دانش‌آموزان) با ملاحظات معماری بومی استان یزد و ارائه الگوهای طراحی منعطف و پاسخگو دارد و دستاوردهای آن، مبنای طراحانه‌ای در اختیار معماران، برنامه‌ریزان آموزشی و مدیران مدارس در جهت ارتقاء کیفی محیط‌های یادگیری مناطق روستایی قرار می‌دهد.
کلیدواژه‌ها

عنوان مقاله English

The Role of Physical Factors in Improving the Teaching-Learning Process in Multi-Grade Classrooms (Case Study: Rural Elementary Schools in Yazd Province)

نویسندگان English

fatemeh zare mirok abad 1
maryam ghasemi sichani 2
Hamid Reza Beigzadeh Shahraki 3
Seyedeh Marzieh Tabaeian 4
Narges keshtiaray 5
1 Ph.D. student of Architecture, Department of Architecture, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 Associate Professor, Department of Architecture, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3 Department of Architecture and Urban Planning, National University of Skills ( NUS ), Tehran, Iran
4 Associate Professor, Department of Architecture, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
5 Department of Curriculum, Faculty of Psychology and Educational Sciences.Islamic Azad University, Isfahan Branch(Khorasgan),Isfahan, Iran
چکیده English

"Multi-grade classrooms" are a common educational model in rural and sparsely populated areas of Iran, where a single teacher is responsible for teaching multiple grade levels simultaneously. This approach creates numerous challenges in managing the teaching-learning process. The physical characteristics of educational spaces play a crucial role in the quality of this process. In many rural schools, the physical environment of classrooms is unsuitable, inefficient, and lacks minimum educational standards. This research aims to investigate the impact of the physical characteristics of multi-grade classrooms on the quality of educational management from the perspective of the lived experiences of teachers and students, as a case study in rural elementary schools in Yazd Province.
This study was conducted using a mixed-methods approach within the framework of interpretive phenomenology. Qualitative data were collected through in-depth, semi-structured interviews with 23 experienced teachers of these classes and participatory observation in 15 selected schools. In the quantitative phase, a researcher-constructed questionnaire based on qualitative findings was distributed and analyzed among 150 students. Data were analyzed using thematic coding and one-sample T-tests and correlation analysis in SPSS software . The results indicate a significant relationship between physical components and the teaching-learning process. These findings emphasize the impact of creating individual and collective spaces, designing spaces appropriate for children's scale and flexible in form, utilizing variations in levels and walls, and ensuring proper visual supervision for the teacher. The findings highlight the need for greater attention to these elements as vital factors in enhancing the quality of teaching and learning. The present study offers an innovative perspective by integrating the viewpoints of users with considerations of the indigenous architecture of Yazd Province, proposing flexible and responsive design models. Its outcomes provide a design-oriented basis for architects, educational planners, to improve the quality of learning environments in rural areas.

کلیدواژه‌ها English

Rural schools
primary education
multi-grade classrooms
physical factors
teaching-learning management
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دوره 19، شماره 55
تابستان 1405
صفحه 53-76

  • تاریخ دریافت 02 اسفند 1403
  • تاریخ بازنگری 28 بهمن 1404
  • تاریخ پذیرش 22 خرداد 1405