مشكلات و پيچيدگي‎هاي انتقال مفاهيم سازه‎اي در فرايند آموزش معماري

Difficulties and Complexities in Teaching of Structural Concepts in Architectural Process

فرايند آموزش و يادگيري زماني موثر واقع مي‎شود كه آموزش مبتني بر نظريه‎هاي علمي، روش‎هاي مناسب و به‎كارگيري ابزار‌هاي لازم در اين مسير باشد. آموزش معماري نيز به عنوان بخشي از آموزش عالي از اين قاعده مستثني نيست. آموزش دروس سازه‎اي در دانشكده‎هاي معماري داخل كشور، بيشتر تيوري بوده و فاقد هرگونه تجربه عملي و حرفه‎اي است، لذا حاصل اين نوع آموزش در بهترين صورت، جز تربيت افرادي داراي قابليت ذهني بالا نبوده و امكان به اجرا درآوردن و خلاقيت در آثار حرفه‎اي دانش آموختگان معماري، بسيار اندك است. در اين مقاله، به ارزيابي ساختار و محتواي آموزش دروس سازه‎اي پرداخته شده و در نهايت مشكلات و معايب موجود در اين نظام آموزش استخراج و پيشنهاداتي براي رفع آنها ارايه مي‎شود. روش تحقيق اين پژوهش براساس تهيه پرسشنامه‎اي متناسب با آموزش دروس سازه‎اي در رشته معماري براي دستيابي به نتايج بهتر و مطلوب‎تر مي باشد. پرسشنامه به صورت بسته تهيه شد كه در آن براي هر پرسش، تعدادي گزينه و پاسخ انتخاب و هريك از پاسخ‎ها به‎گونه‎اي تنظيم شد كه در عين منطقي بودن براي آن سوال، از پاسخ مربوط به ديگر سوالات مجزا باشد. با اين روش، تجزيه و تحليل و طبقه بندي پاسخ‎ها نيز ساده‎تر انجام شد.

Learning and teach are two reciprocal activities that have taken root in human creation history and human civilization owes to formation of such successful interaction relation between learners and teachers. This interaction relation, when is established in organized situations, is called "Teach", consists of "a collection of activities that will be done by teacher in order to simplify or conduction of learning for learners." To set up the learning on cogitation and research, in present situation because of information explosion and lack of opportunity for teachers to gain all of information in their professional field has multiplied importance. So in present period, teacher’s assignment in process of teaching is not just scientific facts: they must prepare desirable condition of learning and teach to students "how to think?" and "how to learn?” Students must habit to independent minding for learning effort. Persuading students to minding and cogitating is the main duty of teachers and efficient teacher is whom one that confronts learners with problems, then forces them to mind about solving of discussed problems. Teaching of Architecture as a part of advanced education is not accepted from this rule. As regards to the graduated architectural students that are not enough successful in practical fields, finding the roots of this problem, conduits structure lectures and us to any of main extents of architectural learning via static. The structure of course, educational contents and headlines of these lessons is any of points discussed about in learning the architectural students. Therefore, in this article I proceed to evaluate the structure and contents of structural lessons and ultimately Iʹll extract the problems and defects is in the way of this educational system, then will present solutions and motions for adjustment of those problems. It is mentionable that teach of structural lessons in architectural faculties in many countries and in Iran is most theoretical and has not any practical aspect and professional experiences, nowadays. Therefore, the result of such education, in best case, has not any result except of training persons that have high mental capability. Therefore, they cannot afford to practice, and creativity is very low in professional works of graduated architectural students. In traditional societies, especially in Iran, structural teaching is based on man-to-man teaching or master and apprentice method like architecture. This type of education is slow and longsome, face-to-face and practical and in real scale conjugated by effect of professor manner on apprentice. Limitations of traditional societies in several fields and their social conditions were prepare enough leisure for such slow and longsome educating, but coming off the scientific evolutions, in 19th and 20th centuries and after industrial revolution chiefly, educating form has been changed also. Social evolutions caused to change in so many fields such as several levels of education, in Iran. In this article I proceed to evaluate the structure and contents of structural lessons and ultimately Iʹll extract the problems and defects is in the way of this educational system, then will present solutions for adjustment of those problems.