چکیده:
شکل‌گیری شخصیت طراح و فراگیری مهارت‌های طراحی وابسته به آموزش از حساسیت فراوانی برخوردار بوده، از این‌رو، توجه به روند آموزش معماری در مدارس‌معماری دارای اهمیت است. در این مقاله سیر آموزش دانشگاهی معماری در سه‌دوره قبل از دهه 60میلادی، حدفاصل 1960 تا 1996 و درنهایت از 1996 تاکنون، بانظر به اهمیت سه مؤلفه مهارت، دانش و تفکرطراحی، مورد تحلیل قرارمی‌گیرد. دانش‌طراحی به‌عنوان زیرشاخه دانش، اندیشه طراحی، عامل تاثیر گذار در هر سه مؤلفه و روندطراحی به‌عنوان شاخص‌ترین محور تعلیمات آموزش معماری، مورد نظر است. در پژوهش‌های صورت گرفته تاکنون از این منظر به تحلیل هم‌زمان سه نسل آموزش دانشگاهی پرداخته نشده‌است. پژوهش حاضر با رویکرد کیفی و از نوع نظری با روش مطالعه تطبیقی است. محوریت اصلی نتایج ارائه شده در حوزه پرورش تفکر طراحی دانشجویان است. چگونگی سرمایه‌گذاری و توجهات شیوه‌های آموزشی بر پرورش تفکر طراحی، برای کنشگران حوزه آموزش از جمله، پژوهشگران، برنامه‌ریزان و مدرسین، راه‌گشا است.
چکیده انگلیسی:
Formation of designer characteristic and acquiring design skills are of the highest importance therefore paying attention to the architecture education process at architecture school are important. Considering the world experience in academic education and examining the local conditions accompanied to attention to research on analysis of traditional architecture education in this country all in all are helpful in fulfilling a desired architecture education. The present study analyzed the academic architecture education development in the world in three eras: before 1960s, between 1960 to 1996 and from 1996 on considering the importance of three factors of skill, knowledge and wisdom. Design knowledge as sub-branch of knowledge is an effective element in all three factors and design process is also the most prominent axis of architecture education teaching. Considering the capabilities of traditional education and examining academic architecture education process in Iran (more than 70 years) a comparative and contrasting examination between global processes and internal education is presented based on conducted research studies. By comparing three eras of academic architecture education, it is concluded that the first-generation emphasized on the design process and exact definition of how this passed as well as improvement of design knowledge, as artistic or technical way. In second generation, considering the experiences of first era and at the same time with huge research of design in this time, the importance of design process and thought on methodology became the most importance. As the science and technology improved, information networks and global communication become prevalent in third generation, and the concern for acquiring knowledge for design is being faded, applying knowledge design and design thought has gained importance. In addition to the analysis of each era of academic education in three mentioned sections, comparing this analysis and considering time, it can be concluded that proportionate to the role of architect in the professional world, the role of instructor in the design ateliers have seen changes, but not homogenous to the profession. The role of teacher as the complete dominance and power has changed and nurturing a self-centered architect changed to nurturing a facilitator who accept others` opinions and then made decisions. Lack of clear analysis in different phases of education, another point in the architecture process, is also important. Architecture education is to prepare the students for accepting the roles of the future architects as well as reinforcing better and more comprehensive understanding of the environment and community, thus reinforcing the design thinking must gain more attention. After examining three generations of architecture education and analyzing the power points and shortcomings, the present study found that investing on nurturing the design thinking in the students is the main point to fulfill the educational purposes and efficiency in the profession. The quality of investing and attentions to educational methods is really helpful to nurture the design thinking for the activists of the educational domain such as researches, planners, teachers and is particularly path finding for teaching design courses in three sections of basic, general and specialist.
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