نوع مقاله : مقاله پژوهشی

نویسنده

گروه معماری، موسسه آموزش عالی آیندگان، تنکابن، ایران.

10.22105/imos.2021.301027.1160

چکیده

هدف: محیط‌های آموزشی به‌عنوان مهم‌ترین فضاهای تأمین‌کننده نیروی کیفی جامعه، دارای نقش بسزایی در تعامل با انسان از دو منظر فیزیکی و روانی می‌باشند. لذا حداقل کاری که می‌توان در این شرایط برای تأمین بهداشت جسمی و روحی کودکان و نوجوانان انجام داد، ایجاد فضاهایی شادی‌بخش در مدرسه می‌باشد. می‌توان اذعان داشت رشد و تکامل همه‌جانبه‌ی یک دانش‌آموز با توجه به مدت‌زمان تحصیل وی، در ابعاد جسمانی، شناختی، عاطفی، اخلاقی و معنوی به‌واسطه‌ی نشاط و شادابی در مدرسه فراهم می‌آید. چنانچه یکی از این موارد دچار صدمه شود، یا مورد غفلت قرار گیرد، دانش‌آموز به توانایی‌ها و شایستگی‌های کامل دست نخواهد یافت.
روش شناسی پژوهش: پژوهش حاضر ضمن مرور ادبیات موضوع و ضرورت شادابی سازی محیط مدارس، به روش کتابخانه‌ای و میدانی و تحلیل محتوا، به مطالعه در حوزه روانشناسی، شادابی و نیازهای جسمی- روانی دانش‌آموزان پرداخته است.
یافته‌ها: عدم کارایی فضای آموزشی و عملکردهای مدیریتی نامناسب در ایجاد شادی و نشاط در دانش‌آموزان جهت یادگیری بهتر موجب شده که این پژوهش به طراحی فضای آموزشی با بهره‌گیری از راهکارهای اساسی در حوزه مدیریت و المان‌های طراحی سازگار در مدرسه بپردازد.
اصالت/ ارزش افزوده علمی: این پژوهش درصدد است ضمن معرفی اجزای اصلی تشکیل‌دهنده‌ی فضای بازو بسته مدارس و با تجزیه‌وتحلیل نمونه‌های مدارس سنتی و مدرن ایران و کشورهای خارجی، به الگوهای مشترکی که موجب شادابی و نشاط دانش‌آموزان می‌گردد، نائل آید و به‌صورت معیارهای طراحی بیان نماید.

کلیدواژه‌ها

عنوان مقاله [English]

Design Management Methods in Elementary School by Creating Enthusiasm to Promote Learning in Students

نویسنده [English]

  • Samaneh Hoseinpoorian Chabok

Department of Architecture, Ayandegan Higher of Education Institute, Tonekabon, Iran.

چکیده [English]

Purpose: Educational environments as the most important supplier spaces of the society qualitative power, play an important role in interaction with human of mental and psychological perspectives. Therefore, the least attempt can be done in the situation to supply kids 'physical and spirited hygiene is to create some joyful spaces in the schools. We can acknowledge every student’s comprehensive growth and evolution in order to his education time duration, is provided in physical, cognitive, emotional, ethical and moral dimensions by cheerfulness and happiness at school. If one of these points get damaged or forgotten, the student dose not achieve the perfect ability and competence.
Methodology: Current research in addition to literature review and school environment refreshing necessity, by the library and field study and content analysis methods, addresses to study in the field of psychology, happiness and students 'physical and psychological needs.
Findings:  Inefficiency of educational spaces and inappropriate management functions in happiness and cheerfulness creation among the students in order to better learning caused that this research addresses to design of educational space with utilizing principal approaches in management and compatible designing elements in schools.
Originality/Value: This research is seeking to reach to common patterns which causes students happiness by introducing schools’ open and closed spaces components with Iran and a broad's traditional and modern school samples analyzing and express them as design criterion.

کلیدواژه‌ها [English]

  • Educational environment
  • Management
  • Happiness
  • primary school design
Ahangari, M., & Motedayen, H. (2017). Rethinking in the connection between school and city according to school sociability analysis in Timurid era till early fourteenth century in Iran. Honar-Ha-Ye-Ziba: memary va shahrsazi, 21(4), 75-86. (In Persian). DOI: 10.22059/jfaup.2017.61658
Ahmadpoury, Y., & Ahmadpour, S. M. (2017). Ways to create vitality and vivacity in schools and motivate students. National conference on new iranian and world studies in psychology, educational sciences and social studie (pp.1-17), Shiraz. (In Persian). https://www.sid.ir/fa/seminar/ViewPaper.aspx?ID=92952
Ahmed, M. (2013). Education around the World: Education in West Central Asia. Bloomsbury Publishing.
Bakhshi Ostad, M. A., & Rezaei, R. (2014). The Role of Madrasah in the Safavid Era in the development of Twelver Shiite. Religions and mysticism47(2), 197-216. (In Persian). DOI: 10.22059/jrm.2014.53452
Bemanian, M., Momeni, K., & Soltanzadeh, H. (2014). A comparative study of the architectural features’ designs: Masjid- Madreseh of Qajar and Safavid school. Armanshahr architecture & urban development, 6(11), 15-34. (In Persian). http://www.armanshahrjournal.com/article_33462.html?lang=en
Chegeni, F., Didehban, M., & Hessari, P. (2020). Explaining the causal process model of flexibility components and strategies. Journal of architectural thought, 4(8), 55-68. (In Persian). DOI: 10.30479/at.2020.12619.1440
Fali, Sh., & Sultanzadeh, H. (2016). Application of the concept of flexibility in Islamic schools (case study: Qazvin schools). Iranian islamic city studies, 7(25), 17-27. (In Persian). https://www.magiran.com/paper/1679805
Hajebi, B., & Arjomand, M. (2011). The effects of endowment on the stability of Safavid schools. Letter of architecture and urban planning, 3(6) 89-102. (In Persian). https://www.magiran.com/paper/1161673
Hayaty, H., & Gholami, F. (2019). Concept of education and its effects on architecture of mosque-schools in qajars era. Technology of education journal (TEJ), 13(4), 743-761. (In Persian). DOI: 10.22061/jte.2019.3253.1843
Henfer, R. W., & Zaman, M. Q. (2007). Schooling Islam: the culture and politics of modern muslim education. Princeton: Princeton University press.
Hillenbrand, R. (1994). Islamic architecture. form, functions and meaning. Edinburgh: Edinburgh University Press.
Hoshyari, M. M., Pournadari, H., & Fereshtehnejad, M. (2013). Typology of mosque-school in Islamic architecture of Iran; Investigating the relationship between educational space and worship. Iranian architectural studies, 2(3), 37-54. (In Persian). https://www.sid.ir/fa/journal/ViewPaper.aspx?id=212797
Karahmadi, M., Kiani, M., & Ghasemi Sichani, M. (2020). Evaluation of Isfahan’s new schools in the Late Qajar and the first pahlavi periods based on shaping factors and physical components. The monthly scientific journal of Bagh-e Nazar, 17(88), 5-18. (In Persian). DOI: 10.22034/bagh.2020.190920.4177
Kiaee, M., Soltanzadeh, H., Heidari, A. (2019). Measure the flexibility of the spatial system using space syntax (case study: Houses in Qazvin). The monthly scientific journal of Bagh-e Nazar, 16(71), 61-76. (In Persian). DOI: 10.22034/bagh.2019.86874
Mahdavi Nejad, M. J., Qasempour Abadi, m. H., & Shabestari Mohammad Lavi, A. (2012). Typology of mosques-schools of Qajar period. Islamic Iranian city, 4(11), 5-15. (In Persian). https://www.sid.ir/fa/journal/ViewPaper.aspx?id=235089
Mahmoudi, M. M. (2011). Designing educational spaces with a flexibility approach. University of Tehran Press.
Mohseni, M., Kharabati, S. (2021). A comparative study of traditional Iranian schools’ flexibility from the Seljukid Era to Qajar Era. The monthly scientific journal of Bagh-e Nazar, 18(98), 67-82. (In Persian). DOI: 10.22034/bagh.2021.238466.4598
Mozafar, F., Mahdizade Seraj, F., & Mirmoradi, S. (2009). Recognition of the role of nature in educational spaces. Technology of education journal (TEJ), 3(4), 271-280. (In Persian). DOI: 10.22061/tej.2009.1334
Nazari, H., & Aghajanian, N. (2015). Education in the Safavid period and its necessities and consequences. Third national school conference tomorrow, Chalous Branch, Chalous: Sama Technical and Vocational School.
Vasegh, B., & Ghadrdan Gharamaleki, R. (2016). The concept of education and its impact on the architecture of Islamic schools and a comparative comparison of Seljuk and Safavid schools. Journal of researches in islamic architecture, 4(12), 40-58. (In Persian). http://jria.iust.ac.ir/browse.php?a_id=546&sid=1&slc_lang=fa
Wieland, A. & Wallenburg, C. (2012). Dealing with supply chain risks. International journal of physical distribution & logistics management, 42(10), 877-905.