كليدواژه :
طراحي شهري , آموزش , مهارت , كارگاه نهايي , ارزيابي
چكيده فارسي :
تأكيد اين مقاله بر بررسي مهارت‌هاي ارتقاء يافته در كارگاه نهايي رشته طراحي شهري است كه زمينه ورود دانشجو را به حرفه تسهيل مي‌نمايد. با توجه به هدف پژوهش، از روش‌هاي ارزشيابي برنامه‌هاي آموزشي مشتمل بر روش هدف‌گرا، متخصص‌محور و مشاركتي استفاده شده است. در بررسي برنامه‌هاي مصوب آموزشي رشته و برنامه آموزشي كارگاه‌هاي طراحي شهري در نمونه‌هايي از دانشگاه‌هاي جهان كه به روش غيراحتمالي انتخاب شده‌اند، از روش كيفي بهره برده شده است. به‌منظور بررسي مهارت‌هاي آموخته شده در دانشگاه، ديدگاه دانشجويان در پنج دانشگاه دولتي در شهر تهران (شامل دانشگاه‌هاي تهران، شهيد بهشتي، علم و صنعت ايران، تربيت مدرس و هنر) در سال 1398 بررسي و با روش پرسش‌گري (50 پرسش‌نامه) مورد سنجش قرار گرفته است. براي بررسي تأييدي نتايج و راستي‌‌آزمايي آنها، ديدگاه اساتيد (10 نفر) بررسي و داده‌ها به‌صورت كمي و با استفاده از ابزار اس.پي.اس.اس تحليل شده‌اند. براي شناسايي خلاء مهارت‌آموزي در دانشگاه و حرفه، با روش پرسش‌گري، ديدگاه كارفرمايان بخش خصوصي (12 نفر) نيز اخذ و داده‌ها به‌صورت كمي تحليل شده‌اند. بررسي ديدگاه كارفرمايان و انطباق نتايج با حوزه دانشگاه نشان مي‌دهد كه در مهارت طراحي بيشترين انطباق، در مهارت‌هاي تحليلي، فني و ارتباطي، انطباق نسبي و در مهارت اجرا بيشترين وجود دارد. اين خلاء به‌دليل تأكيد حرفه بر محصول‌محوري و تحقق‌پذيري اقتصادي است. بر اين اساس پيشنهاد مي‌شود كه مهارت‌هايي چون مهارت طراحي پژوهي، تحليل كل‌نگر، تفكر انتقادي، تبيين مسئله، تحليل فضايي، خلاقيت و رسيدن به‌شيوه خاص مداخله، كاربست نظريه، ارائه كانسپت، فهم درست از اسناد، مردم سنجي، تحقق‌پذيري و تسهيل‌گري مورد تأكيد قرار گيرد.
چكيده لاتين :
Considering that knowledge, skill, and value are the three most important criteria for an urban designer, the present study aims to examine the general and specialized skills that are required by urban designers. Generally, the pedagogy of urban design and
its teaching methods is one of the most important research issues that have not received much attention. However, research
in the field of education in each discipline can help the graduates succeed in various fields. In the meantime, the acquired and
expected skills of urban designers are one of the research fields related to urban design pedagogy that can lead to clarification
and even guide the teaching methods. Since the role of studios in improving skills is very practical, the special emphasis of this
article is to examine the improved and developed skills in the final studio of urban design, which is a platform for testing the
theoretical and experimental knowledge learned in the other courses. According to the purpose of the research, after formulating
a conceptual framework based on the interrogative method and developing the evaluation framework of this studio, three
types of evaluation methods for educational programs have been used including goal-oriented method, expert-based method,
and participation-based method. The research method in this section is based on the mixed analysis method. In the section
reviewing the approved educational programs in the field of urban design in Iran in 2009 and 2013, the qualitative method
was used. For reviewing the educational program of urban design studios in the sample universities around the world that were
selected by the non-probability method, also qualitative method was considered appropriate. In reviewing the skills learned in
this studio at the university, the views of students in this field in five universities in Tehran, including Tehran University, Shahid
Beheshti, Iran University of Science and Technology, Tarbiat Modarres, and University of Art were examined and questioned
in 2020. 50 questionnaires were distributed equally in mentioned universities. The data were then analyzed quantitatively
with SPSS software. To confirm the results of students’ approach, the viewpoints of professors were also collected through
10 questionnaires. In the next step, to identify the skill gaps between university and profession, the opinion of private-sector
employers was obtained by distribution of 12 questionnaires which were then quantitatively analyzed. The results showed that
the skills emphasized in the approved curriculum (2013) such as feasibility and implementation skills were considered less
important in the universities. According to the students’ viewpoint, this studio prepares them to some extent for entering the
profession and less emphasis is placed on the implementation skills. Examining the views of employers and comparing the
results with the views of students and professors showed that the most significant gap between the profession and the university is in implementation skills.
