| کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
|---|---|---|---|---|
| 1110251 | 1488377 | 2015 | 6 صفحه PDF | دانلود رایگان |
واژه های کلیدی
1.مقدمه
2.روش
2.1.تفسیر پاسخ های داده شده توسط فارغ التحصیلان سال های 2006 و 2008 درارتباط با دینامیسم های اجتماعی و فرهنگی
2.2.تفسیر پاسخ های فارغ التحصیلان سال های 2006 و 2008 درارتباط با دینامیسم تحصیلی
2.3.تفسیر پاسخ فارغ التحصیلان قدیمی تر (پیش از سال 2006) در ارتباط با دینامیسم های اجتماعی، فرهنگی، و تحصیلی تاثیرگذار بر معماران
3.نتیجه گیری
شکل 1: دینامیسم اجتماعی، فرهنگی، و تحصیلی
جدول 1: نتایج آزمون t درباره پاسخ های دانشجویانی که در سال های 2006 و 2008 تحصیل خود را به پایان رسانده اند
جدول 2: نتایج آزمون t درباره پاسخ دانشجویانی که در سال های 2006 و 2008 تحصیل خود را به پایان رساندند
Architecture is one of the world's oldest disciplines, related to a great many other disciplines such as mathematic, economics, art history, sociology, civil engineering and mechanical engineering. Its connection with a great many different disciplines has given increased social responsibility to the discipline of architecture. In this context, architecture, which is defined as designing buildings to fit dimensions in a physical environment, its art of construction and its science, should be performed by people who are self-confident, sociable, generally cultured, who can generate practical solutions, and are forward looking. People with the above characteristics can only grow in a good quality education-training environment. This environment depends on many different dynamics. The most important of these are social, cultural and educational dynamics. This study aims to understand how the quality of the education-training environment of architecture students can be improved. For this purpose, a survey was carried out with students who graduated from the Department of Architecture in 2006 and 2008, together with students who graduated before these dates. This survey asks questions regarding the social, cultural and education dynamics that affect the education-training environment of students, and tries to answer what contributions are made by these dynamics to the quality of this environment.
Journal: Procedia - Social and Behavioral Sciences - Volume 182, 13 May 2015, Pages 408-413