نوع مقاله : مقاله علمی - پژوهشی
نویسندگان
1 دانشجوی دکتری دانشگاه علم و صنعت ایران
2 دانشکده معماری و شهرسازی، دانشگاه علم و صنعت ایران، تهران، ایران
3 گروه مرمت، دانشکده معماری و شهرسازی، دانشگاه علم و صنعت ایران، تهران، ایران
چکیده
هدف پژوهش حاضر شناسایی وضعیت کنونی آموزش درس معماری جهان در ایران از دیدگاه مدرسان است تا زمینه ای برای استعمارزدایی از برنامۀ درسی آن فراهم شود. شرکت کنندگان در این پژوهش نه نفر از مدرسان معماری جهان در نه دانشگاه دولتی هستند که از طریق نمونه گیری هدفمند گزینش شده اند. گردآوری داده ها با انجام مصاحبه های نیمه ساختاریافته صورت گرفت و از نظر مضمونی تحلیل شد و تا رسیدن به اشباع نظری ادامه یافت. شش مضمون اصلی در مصاحبه ها یافت شد: انگیزه های مدرسان، نتایج یادگیری دانشجویان، رویکردهای آموزشی، راهبردهای آموزشی، منابع آموزشی و معضلات آموزشی. بر اساس یافته های پژوهش، مدرسان معماری جهان دانش آموختگانی از رشتۀ معماری هستند که به تاریخ علاقه دارند یا در زمینۀ تاریخ معماری پژوهش کرده اند. از نگاه آنان اصلیترین خروجی یادگیری درس تقویت مهارتهای طراحی است. آنان برای تدریس از ترکیبِ هشت رویکردِ تاریخ نگارانه، تحلیلی، تطبیقی، توصیفی، سیاقمند، گونه شناسانه، مفهومی و میان فرهنگی استفاده میکنند. اصلی ترین معضلات تدریس عبارتند از اندک بودن زمان درس، توجه بیشتر دانشکده ها به دروس طراحی، فقدان منابع معتبر به زبان فارسی و امکان ناپذیری بازدید از آثار تاریخی برون مرزی. این پژوهش با بررسی انگیزه ها، نتایج یادگیری، رویکردها، راهبردها، منابع و مشکلات آموزشی، به غنای ادبیات آموزش معماری می افزاید و پیشنهادهایی برای توسعه و نوآوری برنامه های درسی ارائه می کند.
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
TEACHING “THE INTRODUCTION TO WORLD ARCHITECTURE” IN IRAN: A THEMATIC ANALYSIS OF UNIVERSITY LECTURERS’ VIEWS
نویسندگان [English]
- Seyed Majid Mirnezami Ziabari 1
- Gholamhossein Memarian 2
- Asghar Mohammadmoradi 3
1 Iran University of Science and Technology (IUST)
2 Department of Architecture, School of Architecture and Environmental Design, Iran University of Science and Technology, Tehran, Iran
3 Department of Building Conservation, School of Architecture and Environmental Design, Iran University of Science and Technology, Tehran, Iran
چکیده [English]
This research aims to examine how the World Architecture survey course is taught in Iranian universities so as to prepare the ground for changing its curriculum to make it more inclusive and diverse. The research participants are nine lecturers who teach world architecture in nine public universities, selected through purposive sampling. The data was collected through interviews and analyzed thematically and continued until saturation. The analysis revealed six main themes: teacher’s motivations, student learning outcomes, teaching approaches, teaching strategies, materials, and teaching problems. The findings indicate that the lecturers are graduates of architecture programs who are interested in history or have researched architectural history. The main student’s learning outcome is to strengthen their design skills by studying world architecture. Lecturers use a combination of eight teaching approaches: analytical, comparative, conceptual, contextual, cross-cultural, descriptive, historiographical and typological. They face several problems, such as limited time, low priority of the course in the curriculum, lack of reliable sources written in Persian, and difficulty of visiting historical monuments abroad. By exploring the motivations, outcomes, approaches, strategies, materials, and problems of teaching world architecture in Iran, this research contributes to the literature on architectural education and offers recommendations for curriculum development and innovation.
کلیدواژه‌ها [English]
- Architectural education
- world architecture
- architectural history
- curriculum development
- teaching approaches
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