پديد آورندگان :
تميزى، منوچهر دانشگاه آزاد اسلامى واحد قزوين - گروه معمارى , سهيلى، جمال الدين دانشگاه آزاد اسلامى واحد قزوين - گروه معمارى , ذبيحى، حسين دانشگاه آزاد اسلامى واحد قزوين - گروه معمارى
كليدواژه :
آموزش خلاقيت , استمرار خلاقيت , طراحي مدل , طراحي معماري
چكيده فارسي :
توجه به موضوع آموزش طراحي معماري مي‌بايد همواره در اولويت كاري برنامه ريزان نظام آموزش معماري قرار گيرد. هدف از اين مطالعه، طراحي و آزمون مدل تجويزي استمرار خلاقيت در طراحي معماري بوده است.مدل تجويزي بر پايه دلالت‌هاي تحليلي ساختاري از مدل‌هاي عيني موجود به دست آمد. جهت آزمون مدل از روش نيمه تجربي استفاده شد. از طريق نمونه‌گيري در دسترس،30 نفر از دانشجويان كارشناسي معماري دانشگاه آزاد ماهشهر به‌صورت تصادفي در دو گروه كنترل (15 نفر) و آزمون (15 نفر) قرار گرفتند. آموزش فرايند خلاق در مدل طراحي‌شده شامل مراحل «توليد ايدهي راهحل، طرح و معرفي ايده، ارزيابي ايده، بازنگري و انتخاب نهايي است. فراگيران آموزش‌ديده بر اساس مدل تجويزي رضايت بيشتري نسبت به دوره مبتني بر شيوه‌هاي رايج داشتند. مدل تجويزي استمرار خلاقيت مي‌تواند در رسيدن به هدف ارتقاء خلاقيت دانشجويان نقش مؤثرتري از شيوه هاي آموزش سنتي داشته باشد.
چكيده لاتين :
The issues of architectural design training, should always be considered as the priority of the architecture system
planners, so that the educational centers would benefit from its results. The teaching of architectural designing in
designing workshops (especially in Iran) as a pivot of architecture education was in agreement by all scholars of
educational and architectural problems. Training and the process of training in architectural design is one of the most
important ways of demonstrating and developing creativity in the educational environment. But there is currently no
specific pattern that faculty can effectively use in the course of designing architectural lessons. However, the mere
reliance on the traditions of architectural education or compliance is not merely a common criterion for academic
instruction appropriate to the development of architectural education. This research examines the designing and
testing of a prescriptive model (Continuity of creativity model) for the continuity of creativity in architectural design
classes. A prescriptive model based on analytical-structural implications of existing objective models and with
continuity attitude was arrived to, then, to test the model, a semi-experimental method was used to test the hypothesis.
The statistical society of the study is consisted of all students of plan No.4 of Mahshar Azad University studying in
BA of architecture in 2016-17 in Azad University of Mahshahr. Due to the small size of the population, 30 of them
were randomly assigned into two groups of control (15) and experimental (15). Data analysis was conducted using
SPSS.15 software. The prescriptive model indices were verified by professors and architects in using Laserl software.
The results showed that education is a creative process composed of an educational procedure including phases such
as producing of solution idea, recommending and introducing an idea, idea evaluation, reviewing, final adoption,
and making decision. As the prescriptive model focuses on the role of educational process method by professor and
students` participation in learning process, the effectiveness of developing students` unconscious mind by following
brain storm, the evaluation of ideas prior to hasty decision, and considering reviewing in idealization of this model
was approved. It results in positive attitude, improving satisfaction, and increasing creativity in learners. The students
who were trained according to the prescriptive model had higher satisfaction, more positive attitude toward the
course, had a better attitude toward increasing their creativity during the design process than the course based on
common approaches. “Continuity of creativity” model can play a more effective role in the in achieving the goal of
promoting/ enhancing creativity of students than traditional teaching methods. Students could start, organize, and
proceed design process by getting help from professors to achieve a favorable result. This theory can be a guide for
practice in organizing architectural design classes to enhance learners' creativity. It is worth noting that this model is
not defective and does not claim to address all educational inadequacies in the design of architecture, since this claim
requires years of research and the testing of the model and conducting meta-analytical and systematic studies on the
findings of numerous studies.
