تببین ملاحظات آموزشی برای پاسخگویی به الزامات هیجانیِ دانشجویان در فرایند آموزش طراحی معماری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار دانشکدۀ معماری، شهرسازی و هنر، دانشگاه ارومیه، ایران

2 استاد دانشکدۀ معماری و شهرسازی، دانشگاه هنر اسلامی تبریز، ایران

3 استاد دانشکدۀ معماری و شهرسازی، دانشگاه شهید بهشتی، تهران، ایران

چکیده

دانشجوی معماری در جریان آموزش در کارگاه طراحی، در اثر تجربة روابط درون‌فردی و میان‌فردیِ پیچیده‌ و هیجاناتِ بسیار، با الزاماتِ هیجانی گسترده‌ای مواجه می‌گردد. چگونگی پاسخ‌ به این الزامات که به هوش هیجانی افراد یعنی قابلیت‌ آنها در درک، پردازش، و استفاده از اطلاعات عاطفی در فرایند شناخت و تفکر مربوط می‌شود، بر میزان توفیق آموزش و یادگیری در کارگاه طراحی عمیقاً اثر می‌گذارد. بر این اساس، در پژوهش حاضر هدف آن است که، با شرح و تبیین اهمیت هوش هیجانی در کارگاه طراحی، کاربست آن در جهت ارتقای اثربخشی آموزش و یادگیری در این عرصه بررسی شود. انگارة کلی پژوهش به‌لحاظ روش‌شناسی از نوع پژوهش کیفی و روش پژوهش توصیفی ـ تحلیلی است. در پژوهش حاضر پس از شناسایی الزامات هیجانی دانشجویان در کارگاه طراحی، پاسخ‌گویی به این الزامات در گرو کاربرد هوش هیجانی در دو بعد همبسته و هم‌افزایِ «تنظیم تجارب هیجانی» دانشجویان و «پرورش مهارت‌های هیجانی» آنان از سوی استاد طراحی دانسته شده است؛ و ازآن‌رو که، در این نوشتار، پرورش مهارت‌های هیجانی با هدف ارتقای یادگیری در کارگاه طراحی مستلزم انسجام آموزش هیجانی با آموزش طراحی، بهره‌مندی از ظرفیت‌های هیجانی بالقوة عرصة آموزش طراحی، و نیز درونی شدن آموزه‌های هیجانی قلمداد شده است، پرورش این مهارت‌ها از طریق آموزش هیجانی غیرمستقیم (مبتنی بر تأمل و تمرین)، در چرخه‌ای هم‌افزا با ارتقای یادگیری در کارگاه طراحی و با تأکید بر وجوهی، مانند روایت‌پردازی، گسترش ارتباط و همکاری و طراحی هیجانی، پیشنهاد شده است. حاصل یافته‌های پژوهش در قالب ملاحظاتی آموزشی به‌منظور پاسخ‌گویی به نیازهای عاطفی و تقویت مهارت‌های هیجانی دانشجویان، به استاد طراحی عرضه شده است. بنابراین نتایج این پژوهش نشان می‌دهد که تحقق الزامات هیجانی دانشجویان در کارگاه طراحی، علاوه بر هوش هیجانی خود دانشجویان، به هوش هیجانی استاد نیز وابسته است و این هوش هیجانی استاد و نگرش وی نسبت به اهمیت مسائل هیجانی در کارگاه است که فرصت بهره‌برداری دانشجویان از مهارت‌های هیجانی خود را فراهم می‌کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

An Explanation of Pedagogical Reservations to Respond to Emotional Requirements of Students in the Process of Teaching Architectural Design

نویسندگان [English]

  • Masoumeh Ahmadi 1
  • Parisa Hashempour 2
  • Maziar Asefi 2
  • Hamid Nadimi 3
1 Assistant Professor, Faculty of architecture, urbanism and art, department of architecture, Urmia University, Urmia, Iran
2 Professor, faculty of Architecture and Urban Planning, Tabriz Islamic Art University, Tabriz, Iran
3 Professor Emeritus, Faculty of Architecture and Urban Planning, Shahid Beheshti University, Tehran, Iran
چکیده [English]

The architecture student encounters extensive emotional challenges in design studios, which is due to complex interpersonal and intrapersonal relationships and the emotional aspects of training. The way to respond to these requirements involving people's emotional intelligence – their ability to understandprocess and use emotional information in the process of cognition and thinking –is influential in their learning. By explaining the importance of emotional intelligence, this study focuses on the design studio in order to improve learning. After identifying emotional requirements of students, it considers responding to these requirements depending on the application of emotional intelligence in two interconnected dimensions, and synergising 'regulation of emotional experiences' of students and 'developing their emotional skills' by design tutors. Since nurturing emotional skills aimed at improving learning requires a coherence of emotional education with design training, the utilisation of the potential capacities of design training and the internalisation of emotional teachings has been recognised.Also suggested is the development of these skills in a synergistic cycle by promoting learning in the design studio and through the application of indirect emotional training (based on reflection and practice) in the context of design training, and using methods such as narrative, communication, cooperation and emotional design. The results are presentable to design tutors in the form of recommendations to meet the emotional needs of students and strengthen their emotional skills.They show that the fulfilment of students' emotional requirements in the design studio depends on both the tutor's and the student's emotional intelligence, and that it takes the tutor's emotional intelligence and their attitude towards the importance of emotional issues in the design studio,to provide students with the opportunity to utilise their emotional skills.

کلیدواژه‌ها [English]

  • Design education process
  • Emotion regulation
  • Enhancing emotional skills
  • Communication and collaboration
  • Narration
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