نوع مقاله : مقالۀ پژوهشی
نویسندگان
1 استادیار گروه معماری، دانشکدۀ معماری و شهرسازی، دانشگاه علم و صنعت ایران، تهران.
2 استاد تمام معماری و طراحی محیطی، دانشکدۀ معماری وشهرسازی، دانشگاه علم و صنعت ایران، تهران.
3 کارشناس ارشد معماری، دانشکدۀ معماری و شهرسازی، دانشگاه علم و صنعت ایران، تهران.
کلیدواژهها
عنوان مقاله English
نویسندگان English
Problem statement: Many countries, including Iran, have developed educational transformation documents that significantly influence educational values and the nature of schools by introducing new content models. In countries such as Finland, Sweden, and Australia, schools are not confined to education but also serve an important social role, offering various resources and services to the surrounding community. However, in Iran, schools have not yet fully embraced this broader function. Research in this area remains limited, and there is no clear or comprehensive classification system for different school types. This research is trying to answer these questions; First question: How do the content models of the Fundamental Transformation Document influence the classification of schools, and what types of schools does it recommend?/ Second question: What are the prevalent geometric organizational models in schools, and what organizational models can the Fundamental Transformation Document recommend?
Research objective: This study aims to classify schools based on their focus on learning, services, activities, and auxiliary functions, and to determine the appropriate geometric organizational models for school types identified in the research.
Research method: This research is applied in terms of objectives and analytical-argumentative in terms of its methods. Data collection was conducted through library and documentary research. To ensure validity and reliability, an expert questionnaire was used. Initially, content models were extracted from educational documents and analyzed based on their focus on education, services, and auxiliary functions, leading to a classification of schools. Geometric organizational models were then set based on frequently occurring patterns of Grutter.
Conclusion: The study places schools into the following categories: park schools, nature-sport-health schools, scientific-research schools, social and cultural schools, and entrepreneurial schools. Social schools represent the broadest category. Eight common organizational patterns were identified. For social schools, a semi-dispersed and semi-free to semi-cohesive and semi-dense pattern is recommended and for other schools, a semi-dispersed and semi-free to scattered and free pattern is recommended.
کلیدواژهها English
