اصول طراحی فضاهای باز کودکان در دوره دوم دبستان با تأثیرپذیری از هوش‌هیجانی و فرآیند یادگیری از نگاه مربیان و دست‌اندرکاران

محورهای موضوعی : معماری و شهرسازی

حسنی سادات شمس دولت آبادی ¹ , نیلوفر ملک ² , فرهنگ مظفر ³ , بهرام صالح صدق پور ⁴

1 - دکتری معماری، دانشکده معماری و شهرسازی دانشگاه هنر اصفهان، ایران. *(مسوول مکاتبات)
2 - استادیار معماری، دانشکده معماری و شهرسازی دانشگاه هنر اصفهان، ایران.
3 - دانشیار معماری، دانشکده معماری و شهرسازی دانشگاه علم و صنعت، تهران، ایران.
4 - دانشیار گروه علوم تربیتی دانشگاه تربیت دبیر شهید رجائی، تهران، ایران.

تاریخ دریافت : 1397/03/29 تاریخ پذیرش : 1397/06/27 تاریخ انتشار : 1399/05/01

کلید واژه: هوش‌هیجانی, اصول طراحی, یادگیری در فضای باز, فضاهای باز مدرسه, تأثیر فضا بر هوش‌هیجانی,

چکیده مقاله :

زمینه و هدف: با توجه به تأثیری که فضاهای باز آموزشی می تواند بر روی مخاطبان وکاربران این‌گونه فضاها داشته باشد، هدف پژوهش حاضر ارایه رهنمودهایی برای طراحی فضاهای باز کودکان در دوره دوم دبستان با تأثیرپذیری از هوش‌هیجانی و فرآیند یادگیری است. روش بررسی: در این پژوهش پس از تدوین جدول هدف-محتوی و پرسش‌نامه حجم نمونه توسط ۳۲۶ نفر از مربیان و دست اندرکاران به‌صورت نمونه‌گیری خوشه‌ای تصادفی انجام گرفت و نتایج برای تحلیل داده‌های جمع‌آوری شده، در نرم افزار spssنسخه ۲۲ بر اساس تحلیل عامل R استخراج، و تحلیل داده‌ها بر اساس آمار توصیفی استنباطی است. یافته‌ها: از میان پاسخ مربیان و دست‌اندرکاران به پرسش‌نامه، هشت عامل قابل شناسایی می‌باشند. به این صورت که برای حدود ۷۲ درصد از پاسخ دهندگان، واقعیتی به صورت مشترک قابل درک بوده است. بحث و نتیجه گیری: ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶ ﺑﻴﺎﻧﮕﺮ آن اﺳﺖ ﻛﻪ تأثیر جلوه‌های طبیعی بر خودشکوفایی، وجود فضاهایی با عملکردهای فرهنگی، محیط‌هایی برای بازی‌های چندحسی در سنین مختلف، رابطه فضا و مبلمان منعطف، فضاهای نیمه‌خصوصی (نظارت‌پذیر)، رابطه فضاهای متنوع با حضور و یادگیری کودکان در حیاط، ارتباط بین فضای باز و بسته، رابطه انعطاف‌پذیری و تنوع فضایی با آسایش روانی و کالبدی می‌توانند بر فضاهای باز مدرسه به جهت ارتقاء هوش‌هیجانی و فرآیند یادگیری ﺗﺄﺛﻴﺮﮔﺬار ﺑﺎﺷند.

چکیده انگلیسی:

Background and Objective: Considering the effects that educational open spaces have on students and users of such environments, the study aims to provide guidelines for designing children’s open spaces in primary school based on Promotion of learning and Emotional intelligence. Method: This research is an attempt to identify the factors affecting promotion of learning and emotional intelligence from teachers and designers point of view in school yards to draw the correlation between factors in an analytical model. In this research after setting up the contents of the content table and the questionnaire, the sample size based on Klein's views reached 326 users. The data were analyzed by SPSS version 22 using R factor analysis and model was developed by Amos. Findings: Among the responses of teachers and school designers to the questionnaire, eight factors can be identified. In such a way that for about 72 percent of respondents, a reality has been commonly understood. Discussion and Conclusion: The results of the research show that the effects of natural elements on self-fulfillment, spaces with cultural functions, environments for multisensory play for different ages, the relationship between space and flexible furniture, the semi-private spaces (with supervision), the relationship of various spaces with the presence and learning of children in schoolyard, the relationship between open and closed spaces, the relationship between flexibility and spatial diversity with physical and psychological comfort, can affect schools open spaces to enhance emotional intelligence and learning process.

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