بررسی عوامل موثر در جهت ارتقا آموزش دروس معماری در راستای پیشرفت تحصیلی دانشجویان

آزورسندیسی, مریم

doi:10.22034/naes.2022.374022.1283

بررسی عوامل موثر در جهت ارتقا آموزش دروس معماری در راستای پیشرفت تحصیلی دانشجویان

نوع مقاله : مقاله پژوهشی

نویسنده

مریم آزورسندیسی

کارشناسی ارشد مهندسی معماری، ، دانشگاه علامه دهخدا،قزوین،ایران

10.22034/naes.2022.374022.1283

چکیده

در آموزش معماری، انتخاب آموزش هایی که یادگیری دانشجویان را افزایش داده و موجب بهبود عملکرد آنها در طراحی و پیشرفت تحصیلی شود، همواره برای دست اندرکاران آموزشی معماری، راهی پرچالش بوده است. این پژوهش قصد دارد با شناسایی سبکهای غالب تفکر و یادگیری در دانشجویان معماری، به بررسی رابطه این سبکها با پیشرفت تحصیلی در دانشجویان معماری بپردازد، تا بتوان با انتخاب بهترین آموزشهای منطبق با سبکها، سبب پیشرفت تحصیلی دانشجویان معماری شده و به این ترتیب دانشجویانی موفق و خلاق تربیت نمود. جامعه آماری این پژوهش را دانشجویان معماری دانشگاه علامه دهخدا در مقطع کارشناسی پیوسته تشکیل میدهند. حجم جامعه نمونه برابر با 112نفر میباشد که به کمک نرم افزار تخمین حجم جی پاور به دست آمده است. جامعه نمونه با استفاده از روش نمونه گیری تصادفی ساده انتخاب شده است. به منظور سنجش سبکهای تفکر، از پرسشنامه استرنبرگ- واگنر استفاده شده و سبکهای یادگیری شناختی با پرسشنامه یادگیری کلب و سبکهای یادگیری ادراکی با پرسشنامه راهبردهای یادگیری وارک سنجیده شده اند. به منظور تحلیل داده ها از آزمونهای طرح عاملی و تحلیل رگرسیون و نرم افزار SPSSورژن23استفاده گردیده است. بر اساس نتایج این پژوهش، دانشجویان معماری موردسنجش، اغلب از راهبردهای یادگیری دیداری و شنیداری استفاده میکنند و سبکهای تفکر اجرایی، مرتبه سالار، جزئینگر و بروننگر بیشترین ارتباط با پیشرفت تحصیلی را نشان میدهند. بنابراین به نظر میرسد استفاده از عناصر بصری در محیط آموزشی و نوع تدریس، افزایش ارتباطات و توجه به یادگیری مشارکتی در کلاس درس، شرکت دادن دانشجویان در فرایند تدریس و عدم

کلیدواژه‌ها

موضوعات

برنامه ریزی آموزشی

عنوان مقاله [English]

Investigating the effective factors in improving the teaching of architecture courses in line with the academic progress of students

نویسنده [English]

maryam azvar sandisi

Master of Architectural Engineering, Allameh Dehkhoda University, Qazvin, Iran

چکیده [English]

In architecture education, choosing educations that increase students' learning and improve their performance in design and academic progress has always been a challenging way for those involved in architecture education. This research aims to identify the dominant styles of thinking and learning in architecture students, and examine the relationship between these styles and the academic progress of architecture students, so that by choosing the best training that matches the styles, it can lead to the academic progress of architecture students and thus make them successful students. and trained creatively. The statistical population of this research is made up of architecture students of Allameh Dehkhoda University in continuous undergraduate level. The size of the sample population is equal to 112 people, which was obtained with the help of Gpower volume estimation software. The sample population was selected using simple random sampling method. In order to measure thinking styles, Sternberg-Wagner questionnaire was used and cognitive learning styles were measured with Kolb's learning questionnaire and perceptual learning styles were measured with Wark's learning strategies questionnaire. In order to analyze the data, factorial design tests and regression analysis and SPSS version 23 software were used. Based on the results of this research, the measured architecture students often use visual and auditory learning strategies, and executive, hierarchical, detail-oriented, and extroverted thinking styles show the greatest relationship with academic progress. Therefore, it seems that the use of visual elements in the educational environment and the type of teaching,

کلیدواژه‌ها [English]

Thinking style
learning style
education promotion
academic progress
architectural education

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