مدل علي نفوذپذيري بصري فضاهاي آموزشي بر بازسازي تمركز ذهني

The causal model of Cognitive concentration restoring on visual Permeability of educational spaces.

ﭼﮑﯿﺪه ﺗﻤﺮﮐﺰ ذﻫﻨﯽ ﺑﻌﻨﻮان ﯾﮑﯽ از اﺻﻠﯽ ﺗﺮﯾﻦ ﺷﺮوط ﯾﺎدﮔﯿﺮي و ﻣﻮﻓﻘﯿﺖ ﺗﺤﺼﯿﻠﯽ اﺳﺖ ﮐﻪ ﻣﯽ ﺗﻮاﻧﺪ ﺗﻮﺳﻂ ﻧﻔﻮذﭘﺬﯾﺮي ﺑﺼﺮي و ارﺗﺒﺎط دﯾﺪاري ﻣﻄﻠﻮب ﮐﻼس ﻫﺎي درس ﺑﺎ ﻣﻨﻈﺮه ﺑﯿﺮون، ﺑﺎزﺳﺎزي ﮔﺮدد. ﺑﺮ اﯾﻦ اﺳﺎس، ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﺗﺎﺛﯿﺮ اﻧﻮاع ﻧﻔﻮذﭘﺬﯾﺮي ﺑﺼﺮي ﺑﺮ اﺳﺎس ﻣﺤﺘﻮاي ﻣﻨﻈﺮ ﺑﺮ ﺑﺎزﺳﺎزي ﺗﻤﺮﮐﺰ ذﻫﻨﯽ داﻧﺶ آﻣﻮزان اﻧﺠﺎم ﮔﺮﻓﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ، ﺗﻤﺎﻣﯽ داﻧﺶ آﻣﻮزان ﻣﺤﺼﻞ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 97-98 در ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ دوم ﺷﻬﺮ ﺷﯿﺮاز ﺑﺎ ﮔﺮوه ﺳﻨﯽ 16 ﺗﺎ 18 ﺳﺎل اﺳﺖ ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از روش ﺧﻮﺷﻪ اي ﺗﺼﺎدﻓﯽ ﭼﻨﺪ ﻣﺮﺣﻠﻪ اي ﺑﻌﻨﻮان ﻧﻤﻮﻧﻪ در ﺳﻪ ﮔﺮوه آزﻣﺎﯾﺶ)ﻫﺮﮔﺮوه 15 ﻧﻔﺮ( اﻧﺘﺨﺎب ﺷﺪﻧﺪ. آزﻣﻮدﻧﯽ ﻫﺎ ﺑﻮﺳﯿﻠﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ و آزﻣﻮن رواﻧﺸﻨﺎﺳﯽ در دو ﻣﺮﺣﻠﻪ ﻗﺒﻞ و ﺑﻌﺪ از ﻣﺪاﺧﻠﻪ ﻣﻮرد ارزﯾﺎﺑﯽ ﻗﺮار ﮔﺮﻓﺘﻨﺪ و ﻣﺠﻤﻮع داده ﻫﺎ ﺑﺮ اﺳﺎس آزﻣﻮن ﺗﯽ زوﺟﯽ ﺑﻪ ﻣﻨﻈﻮر ﯾﺎﻓﺘﻦ ارﺗﺒﺎط ﻣﻌﻨﺎدار ﻣﯿﺎن ﻧﻔﻮذﭘﺬﯾﺮي ﺑﺼﺮي و ﺑﺎزﺳﺎزي ﺗﻤﺮﮐﺰ ذﻫﻨﯽ داﻧﺶ آﻣﻮزان ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از ﭘﮋوﻫﺶ ﻧﺸﺎن ﻣﯽ دﻫﺪ ﮐﻪ ﺗﻤﺮﮐﺰ ذﻫﻨﯽ داﻧﺶ آﻣﻮزان ﭘﺲ از اﻧﺠﺎم ﻓﻌﺎﻟﯿﺖ ﻫﺎي درﺳﯽ، ﻣﯽ ﺗﻮاﻧﺪ ﺑﻪ ﻣﯿﺰان زﯾﺎدي از ﻃﺮﯾﻖ دﺳﺘﺮﺳﯽ ﺑﺼﺮي ﺑﻪ ﻣﻨﺎﻇﺮ ﻃﺒﯿﻌﯽ ﻣﺤﯿﻂ ﺑﯿﺮون ﺑﺎزﺳﺎزي ﮔﺮدد. اﯾﻦ در ﺣﺎﻟﯽ اﺳﺖ ﮐﻪ ﻋﺪم وﺟﻮد ﭘﻨﺠﺮه و ﻣﻨﻈﺮ در ﮐﻼس و ﻣﺸﺮﻓﯿﺖ ﺑﻪ ﻣﻨﺎﻇﺮ ﮐﺎﻟﺒﺪي ﺑﻪ ﺗﺮﺗﯿﺐ ﮐﻤﺘﺮﯾﻦ ﺗﺎﺛﯿﺮات را ﺑﺮ ﺑﺎزﺳﺎزي ﺗﻤﺮﮐﺰ ذﻫﻨﯽ آﻧﺎن دارد.

Mental focus is one of the main conditions for learning and academic achievement, which can be reconstructed by visual permeability and the ideal visual communication of classrooms with the outlook. Accordingly, the present study aimed to investigate the effect of visual permeability types on the basis of out landscape content on rehabilitation of mental concentration of students. The statistical population of this study was all students in the second section of high schools in Shiraz, aged 16 to 18 years, who were randomly selected as multistage cluster sampling (in each group of 15) ) were chosen. Subjects were evaluated by a questionnaire and psychological test in two stages before and after the intervention, and the totality of data was analyzed based on the paired t-test to find a meaningful relationship between visual permeability and cognitive mental restoration of students. The results of this research show that students' mental focus after conducting their activities can be greatly improved through visual access to the natural landscape of the outside environment. However, windowlessness in the classroom and the periphery of the physical elements have the least effect on restoring their mental concentration, respectively