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الزامات معماری در تحقق مدرسه به عنوان کانون محله بر اساس مبانی نظری و سند تحول بنیادین آموزش وپرورش | ||
فصلنامه مطالعات شهری | ||
دوره 12، شماره 46، اردیبهشت 1402، صفحه 103-116 اصل مقاله (706.61 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.34785/J011.2023.004 | ||
نویسندگان | ||
محمد تقی زاده کردی* 1؛ محمود رضا ثقفی2؛ محسن افشاری3؛ سعید صفایی موحد4 | ||
1دانشجوی دکتری، گروه معماری، دانشکده معماری و شهرسازی، دانشگاه هنر اصفهان، اصفهان، ایران. | ||
2دانشیار، گروه معماری، دانشکده معماری و شهرسازی، دانشگاه هنر اصفهان، اصفهان، ایران. | ||
3استادیار، گروه معماری، دانشکده معماری و شهرسازی، دانشگاه هنر اصفهان، اصفهان، ایران. | ||
4دکتری برنامه درسی، شرکت ملی نفت ایران، تهران، ایران. | ||
چکیده | ||
پژوهش حاضر قصد دارد به این پرسش پاسخ دهد که الزامات معماری برای تحقق «مدرسه بهعنوان کانون محله» چیست؟ مطابق دیدگاه برخی از محققان، رویکرد بومشناسی یادگیری و نیز سند تحول بنیادین آموزشوپرورش، معماری هر دوره محصول فلسفه تربیتی آن دوره است؛ بنابراین برای طراحی مدرسه باید از فلسفه تربیتی آن شروع کرد که فیشر آن را پداگوژی روانی_ اجتماعی فضا مینامد. این پژوهش در چارچوب رویکرد کیفی از نوع اسنادی_ تحلیلی، با هدف کاربردی و با استفاده از رویکرد بومشناسی یادگیری و برنامهریزی به روش دورک بهاینصورت انجام گرفته که ابتدا سند تحول برای استخراج مأموریت، مبانی، اصول و اهداف مرتبط موردبررسی قرار گرفت. سپس دادههای لازم از طریق سندکاوی و مصاحبههای نیمهساختاریافته با اطلاعرسانها اخذ گردید. اطلاعرسانها شامل 23 نفر از معلمین بودند که بهصورت هدفمند و با بهکارگیری راهبرد نمونهگیری ملاکمحور، گلوله برفی و با حداکثر تنوع برای تأمین مقبولیت دادهها، انتخاب گردیدند. به منظور تحلیل دادهها، از روش تحلیل محتوا و برای باورپذیری یافتهها، از راهبردهای چندسویهسازی و ممیزی همگنان بهره گرفته شد. بهمنظور تأمین معیار اعتمادپذیری، فرایند تحلیل دادهها تا حد ممکن توصیف شد. درنهایت فهرستی از الزامات معماری، برای تحقق مدرسه بهعنوان کانون محله در سه موضوع اصلی و نُه مقوله شامل ویژگی محیط فیزیکی (عملکردی، انعطافپذیری، تنوع و خوشایند بودن)، تأمین نیاز کاربر (فیزیولوژیکی، روانی و اجتماعی و مشارکت) و ویژگیهای سازمانی (فرهنگی و همهجانبهنگری) ارائه گردید. الزامات معماری ارائهشده شباهتها و تفاوتهایی با اسناد قبلی داشته که با توجه به منبع جمعآوری دادهها، به سه گروه مختص مصاحبهها (ناشی از تأثیر فرهنگ و تمدن اسلامی _ ایرانی)، مختص اسناد قبلی (شامل نیازهای ردههای بالاتر هرم مازلو) و مشترک (شامل نیازهای ردههای پایینتر هرم مازلو) تقسیم گردیدند. مهمترین ویژگی مدارس محله برای موفقیت، گسترش و تأمین همهجانبه عدالت بوده که برجستهترین اصل آن تنوع و انعطافپذیری در همه ابعاد آن ازجمله معماری است. | ||
کلیدواژهها | ||
مدرسه محله؛ کانون تربیت محله؛ مدرسه اجتماعی؛ سند تحول بنیادین؛ برنامهریزی معماری | ||
مراجع | ||
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