اصول طراحي فضاهاي باز كودكان در دوره دوم دبستان با تأثيرپذيري از هوش هيجاني و فرآيند يادگيري از نگاه مربيان و دستاندركاران

Principles of Primary School Yard Design Based on Promotion of Learning and EI According to Teachers and Designers point of View

زﻣﯿﻨﻪ و ﻫﺪف: ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺗﺄﺛﯿﺮي ﮐﻪ ﻓﻀﺎﻫﺎي ﺑﺎز آﻣﻮزﺷﯽ ﻣﯽ ﺗﻮاﻧﺪ ﺑﺮ روي ﻣﺨﺎﻃﺒﺎن وﮐﺎرﺑﺮان اﯾﻦ ﮔﻮﻧﻪ ﻓﻀﺎﻫﺎ داﺷﺘﻪ ﺑﺎﺷﺪ، ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ اراﯾﻪ رﻫﻨﻤﻮدﻫﺎﯾﯽ ﺑﺮاي ﻃﺮاﺣﯽ ﻓﻀﺎﻫﺎي ﺑﺎز ﮐﻮدﮐﺎن در دوره دوم دﺑﺴﺘﺎن ﺑﺎ ﺗﺄﺛﯿﺮﭘﺬﯾﺮي از ﻫﻮش ﻫﯿﺠﺎﻧﯽ و ﻓﺮآﯾﻨﺪ ﯾﺎدﮔﯿﺮي اﺳﺖ. روش ﺑﺮرﺳﯽ: در اﯾﻦ ﭘﮋوﻫﺶ ﭘﺲ از ﺗﺪوﯾﻦ ﺟﺪول ﻫﺪف-ﻣﺤﺘﻮي و ﭘﺮﺳﺶ ﻧﺎﻣﻪ ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺗﻮﺳﻂ 326 ﻧﻔﺮ از ﻣﺮﺑﯿﺎن و دﺳﺖ اﻧﺪرﮐﺎران ﺑﻪ ﺻﻮرت ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺧﻮﺷﻪ اي ﺗﺼﺎدﻓﯽ اﻧﺠﺎم ﮔﺮﻓﺖ و ﻧﺘﺎﯾﺞ ﺑﺮاي ﺗﺤﻠﯿﻞ داده ﻫﺎي ﺟﻤﻊ آوري ﺷﺪه، در ﻧﺮم اﻓﺰار spss ﻧﺴﺨﻪ 22 ﺑﺮ اﺳﺎس ﺗﺤﻠﯿﻞ ﻋﺎﻣﻞ R اﺳﺘﺨﺮاج، و ﺗﺤﻠﯿﻞ داده ﻫﺎ ﺑﺮ اﺳﺎس آﻣﺎر ﺗﻮﺻﯿﻔﯽ اﺳﺘﻨﺒﺎﻃﯽ اﺳﺖ. ﯾﺎﻓﺘﻪ ﻫﺎ: از ﻣﯿﺎن ﭘﺎﺳﺦ ﻣﺮﺑﯿﺎن و دﺳﺖ اﻧﺪرﮐﺎران ﺑﻪ ﭘﺮﺳﺶ ﻧﺎﻣﻪ، ﻫﺸﺖ ﻋﺎﻣﻞ ﻗﺎﺑﻞ ﺷﻨﺎﺳﺎﯾﯽ ﻣﯽ ﺑﺎﺷﻨﺪ. ﺑﻪ اﯾﻦ ﺻﻮرت ﮐﻪ ﺑﺮاي ﺣﺪود 72 درﺻﺪ از ﭘﺎﺳﺦ دﻫﻨﺪﮔﺎن، واﻗﻌﯿﺘﯽ ﺑﻪ ﺻﻮرت ﻣﺸﺘﺮك ﻗﺎﺑﻞ درك ﺑﻮده اﺳﺖ. ﺑﺤﺚ و ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﺑﯿﺎﻧﮕﺮ آن اﺳﺖ ﮐﻪ ﺗﺄﺛﯿﺮ ﺟﻠﻮه ﻫﺎي ﻃﺒﯿﻌﯽ ﺑﺮ ﺧﻮدﺷﮑﻮﻓﺎﯾﯽ، وﺟﻮد ﻓﻀﺎﻫﺎﯾﯽ ﺑﺎ ﻋﻤﻠﮑﺮدﻫﺎي ﻓﺮﻫﻨﮕﯽ، ﻣﺤﯿﻂ ﻫﺎﯾﯽ ﺑﺮاي ﺑﺎزي ﻫﺎي ﭼﻨﺪﺣﺴﯽ در ﺳﻨﯿﻦ ﻣﺨﺘﻠﻒ، راﺑﻄﻪ ﻓﻀﺎ و ﻣﺒﻠﻤﺎن ﻣﻨﻌﻄﻒ، ﻓﻀﺎﻫﺎي ﻧﯿﻤﻪ ﺧﺼﻮﺻﯽ )ﻧﻈﺎرت ﭘﺬﯾﺮ(، راﺑﻄﻪ ﻓﻀﺎﻫﺎي ﻣﺘﻨﻮع ﺑﺎ ﺣﻀﻮر و ﯾﺎدﮔﯿﺮي ﮐﻮدﮐﺎن در ﺣﯿﺎط، ارﺗﺒﺎط ﺑﯿﻦ ﻓﻀﺎي ﺑﺎز و ﺑﺴﺘﻪ، راﺑﻄﻪ اﻧﻌﻄﺎف ﭘﺬﯾﺮي و ﺗﻨﻮع ﻓﻀﺎﯾﯽ ﺑﺎ آﺳﺎﯾﺶ رواﻧﯽ و ﮐﺎﻟﺒﺪي ﻣﯽ ﺗﻮاﻧﻨﺪ ﺑﺮ ﻓﻀﺎﻫﺎي ﺑﺎز ﻣﺪرﺳﻪ ﺑﻪ ﺟﻬﺖ ارﺗﻘﺎء ﻫﻮش ﻫﯿﺠﺎﻧﯽ و ﻓﺮآﯾﻨﺪ ﯾﺎدﮔﯿﺮي ﺗﺄﺛﯿﺮﮔﺬار ﺑﺎﺷﻧﺪ.

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.