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مطالعه تطبیقی روش‌های طراحی معماری و تیپ‌های شخصیتی MBTI در نوجوانان

نوع مقاله : مقاله پژوهشی (کاربردی)

نویسندگان
1 دانشجوی دکتری، گروه معماری، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.
2 دانشیار، گروه معماری، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.
3 دانشیار، گروه شهرسازی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران.
چکیده
امروزه افزایش کیفیت آموزش یکی از مهم‌ترین مسائل مدرسان معماری است. دستیابی به مدلی از آموزش طراحی معماری که پاسخگوی نیازهای شغلی و حرفه‌ای جامعه باشد و فارغ‌التحصیلانی بامهارت را وارد بازار کار کند از اهمیت بسیاری برخوردار است. این پژوهش با هدف یافتن شیوه‌های مناسب آموزش طراحی معماری با تأکید بر پرورش تفکر طراحانه هنرجویان معماری با تطبیق بر تیپ‌های شخصیتی MBTI صورت‌گرفته است. روش تحقیق به‌کاررفته‌ در این پژوهش، ترکیبی است و با رویکرد تطبیقی و استدلال قیاسی، با تکیه ‌بر مطالعات روان‌شناختی نوجوان به بررسی روش‌های طراحی متناسب با تفکر طراحی نوجوان پرداخته است. جامعه آماری تحقیق در بخش پرسش‌نامه شامل ۵۲ نفر از هنرآموزان رشته معماری است که به‌صورت هدفمند انتخاب شدند. همچنین در بخش ماتریس تطبیقی از نظر 15 نفر از استادان متخصص معماری و روان‌شناسی استفاده شد. برای وزن‌دهی به شاخص‌ها از روش MEREC و برای سنجش و اولویت‌بندی روش‌ها از فن تصمیم‌گیری چندشاخصه CoCoSo استفاده شده است. بر پایه بازکاوی داده‌های آماری، ویژگی‌های شخصیتی نوجوانان کاردانش شناسایی و در راستای آن با بررسی روش‌های طراحی معماری متداول و اطلاعات به‌دست‌آمده از شیوه‌های آموزشی هنرآموزان معماری در هنرستان‌ها، نتایج تطبیق داده شد. یافته‌های پژوهش نشان داد که از میان 8 روش مطرح‌شده در این تحقیق و شاخص‌های تطبیقی MBTI، روش‌های طراحی کانسپچوال، رفتارگرا، کانتکسچوال و حل مسئله با هنجارهای ذهنی نوجوان هماهنگی بیشتری دارد. علاوه بر این، شناخت عمیق گام‌ها و فرایندهای طراحی، نقشه‌راه صحیح‌تری در راستای هدایت ذهنی هنرجو ترسیم می‌کند. یافته‌های این مطالعه، دستاوردهای مناسبی را در اختیار برنامه‌ریزان و هنرآموزان معماری در هنرستان‌ها به‌منظور بهبود یادگیری هنرجویان قرار می‌دهد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

A Comparative Study of Conventional Architectural Design Methods and Adolescent Personality Types based on MBTI Components

نویسندگان English

Zeinab Moghaddas 1
Azadeh Shahcheragi 2
Hossein Zabihi 3
1 PhD Student, Department of Architecture, Science and Research, Islamic Azad University, Tehran, Iran.
2 Associate Professor, Department of Architecture, Science and Research, Islamic Azad University, Tehran, Iran.
3 Associate Professor, Department of Urban Planning, Science and Research, Islamic Azad University, Tehran, Iran.
چکیده English

Today, increasing the quality of education is one of the most important issues for architecture teachers. Achieving a model of architectural design education that meets society's occupational and professional needs and brings skilled graduates into the job market is highly important. This research was carried out to find suitable methods of teaching architectural design with an emphasis on developing the design thinking of teenage students. A hybrid research method was used with a comparative approach and deductive reasoning, based on psychological studies of teenagers to investigate the design methods suitable for teenagers' design thinking. The statistical population of the research in the questionnaire section included 52 architecture students who were selected purposefully. Furthermore, in the comparative matrix section, 15 expert professors of architecture and psychology were used. The MEREC method was utilized to weight the indicators, and the CoCoSo multi-indicator decision-making technique was used to measure and prioritize the methods. Based on the analysis of statistical data, the personality characteristics of Kardanesh teenagers were identified and the results were compared by examining the common architectural design methods and the information obtained from the educational methods of architecture students in conservatories. The findings of the research showed that among the 8 methods proposed in this research and the MBTI comparative indicators, some methods are more compatible with the mental norms of teenagers. In addition, a deep understanding of design steps and processes draws a more correct road map in the direction of the student's mental guidance. The findings of this study provide valuable information to planners and students of architecture in conservatories to improve students' learning.

کلیدواژه‌ها English

Design Thinking
Personality
Architectural Design Method
Teenager
Conservatory
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دوره 21، شماره 4
کشاورزی / هنر و معماری
زمستان 1403
صفحه 193-226

  • تاریخ دریافت 16 اسفند 1402
  • تاریخ بازنگری 21 آبان 1403
  • تاریخ پذیرش 24 دی 1403