مدل علی نفوذپذیری بصری فضاهای آموزشی بر بازسازی تمرکز ذهنی

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 2، دوره 10، شماره 38، بهمن 1398، صفحه 21-40   

نوع مقاله: مقاله پژوهشی

نویسندگان

سولماز حیدری¹؛ حامد مضطرزاده^{* 2}؛ حمیدرضا عظمتی³؛ ملیحه تقی پور⁴

¹گروه معماری، واحد شیراز، ، دانشگاه آزاد اسلامی، شیراز، ایران

²گروه معماری، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران

³گروه معماری، دانشگاه تربیت دبیر شهید رجایی

⁴گروه معماری ، واحد شیراز،دانشگاه آزاد اسلامی، شیراز، ایران

تاریخ دریافت: 29 تیر 1398،  تاریخ بازنگری: 06 مهر 1398،  تاریخ پذیرش: 08 شهریور 1398 

چکیده

چکیده
تمرکز ذهنی بعنوان یکی از اصلی ترین شروط یادگیری و موفقیت تحصیلی است که می تواند توسط نفوذپذیری بصری و ارتباط دیداری مطلوب کلاس های درس با منظره بیرون، بازسازی گردد.
بر این اساس، پژوهش حاضر با هدف بررسی تاثیر انواع نفوذپذیری بصری بر اساس محتوای منظر بر بازسازی تمرکز ذهنی دانش آموزان انجام گرفت. جامعه آماری این پژوهش، تمامی دانش آموزان محصل در سال تحصیلی 98-97 در مقطع متوسطه دوم شهر شیراز با گروه سنی 16 تا 18 سال است که با استفاده از روش خوشه ای تصادفی چند مرحله ای 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 نفوذپذیری بصری و بازسازی 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 های درسی، می تواند به میزان زیادی از طریق دسترسی بصری به مناظر طبیعی محیط بیرون بازسازی گردد. این در حالی است که عدم وجود پنجره و منظر در کلاس و مشرفیت به مناظر کالبدی به ترتیب کمترین تاثیرات را بر بازسازی تمرکز ذهنی آنان دارد.

کلیدواژه‌ها

نفوذپذیری بصری؛ بازسازی تمرکز ذهنی؛ منظر؛ فضاهای آموزشی

عنوان مقاله [English]

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

نویسندگان [English]

Soulmaz Heidari¹؛ Hamed Moztarzadeh²؛ Hamidreza Azemati³؛ Maliheh Taghipour⁴

¹Department of Architecture, Shiraz Branch, Islamic Azad University, Shiraz, Iran

²Department of Architecture, Shiraz Branch, Azad Islamic University, Shiraz, Iran

³Department of Architecture, Teacher Training Shahid Rajaie University

⁴Department of Architecture,Shiraz branch , Islamic Azad University, Shiraz, Iran

چکیده [English]

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.

کلیدواژه‌ها [English]

Visual permeability, Cognitive concentration restoring, landscape, educational spaces

مراجع

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