مولفه‌های آموزش طراحی معنامحور مسکن با رویکرد نشانه‌شناسی

تضعیف وجوه هویتی و معناشناختی مسکن به‌عنوان یکی از اساسی‌ترین آسیب‌ها در جامعه معماری مطرح است که می‌تواند ریشه در آموزش داشته باشد. بنابراین بهره‌گیری از نشانه‌شناسی به‌عنوان شاخص‌ترین عامل معنایی، از بهترین راهکارها در معنادهی به فضا محسوب می‌شود که از طریق توجه به مفهوم «خوانش» در آموزش طراحی، تحقق می‌یابد. پیشینه پژوهش عمدتاً در قالب بیان تعاریفی از «معنا» و «نشانه» و نیز مبانی نظری و مشکلات آموزش معماری است. آنچه که خلا تحقیقاتی در این زمینه محسوب می‌گردد، نگرش عملی به مفاهیم «معنا» و «نشانه» در فرآیند آموزش طراحی مسکن است. این پژوهش درصدد است تا با پاسخگویی به پرسش‌های «چیستی مولفه‌های نشانه‌شناسانه آموزش طراحی معنامحور مسکن» و نیز «چیستی محوری‌ترین عامل موثر بر مولفه‌های نشانه‌شناسانه»، گامی در جهت تقویت حوزه معنا در آموزش معماری بردارد. این پژوهش به منظور دستیابی به هدف زمینه‌سازی فرهنگ‌محوری و نیز تقویت سطوح هویت در جامعه معماری مسکن، از روش‌های تحقیق دلفی و سندکاوی بهره می‌برد. براساس نتایج به‌دست آمده، بهره‌گیری از مولفه‌های «خوانش‌محوری طراحی»، «پژوهش‌محوری تمام فرآیند طراحی»، «مشارکت کاربران در روند طراحی»، «زیبایی‌شناختی معنایی» و «معانی نشانه‌ای» در آموزش طراحی مسکن جهت معنامحور نمودن خروجی طراحی‌های دانشجویان پیشنهاد می‌گردد. «خوانش ذهنی» نیز به‌عنوان محوری‌ترین عامل موثر بر مولفه‌های آموزش طراحی معنامحور تبیین می‌شود.

Components of Meaningbased Housing Design Pedagogy using Semiotic Approach

The weakening of identity and semantic aspects of housing is one of the most fundamental problems in architecture, which may be due to problems in pedagogy. Thus, using semiotics, as one of the most important factors of meaning is one of the best solutions in promoting meaning in spaces. Semiotics is usable by perception concept and mental images in education of architectural design of dwelling. Literature review shows that research has mostly focused on definition of ‘meaning’ and ‘sign’ terms and expression of theories and problems in architectural education. Thus, practical attitude for the concepts of meaning and signs in the process of housing design education is much needed. The first question of this research is “What are the most important factors of semiotics for meaningful housing design education?” The second question is “What is the most important fundamental factor among semiotic elements in design education?” This research tries to promote the levels of meaning aspects in housing design education by answering these two questions. The most important purpose of this paper is discovery and expression of the elements of meaningful design education using semiotic approach. This is considered for achieving the main goal of promoting identity by paying attention to social culture. This paper uses Delphi technique and document mining research method. These methods are used to explore and collect data from some university professors. The criterion for the number of interviewed professors has been “theoretical saturation”. Sampling methods include “random convenience sampling”, “random theoretical sampling” and “snowball sampling”. Semistructured interviews and questionnaires are used as tools for data discovery. According to the results, the most important semiotic factors for meaningful housing design education include: “design perception”, “researchedbased essence for entire of the design process”, “user’s participations in design process”, “semantic aesthetics” and “semiotic meanings”. These five elements are the answer for the first question. “Mental perception” is found to be the most important factor among semiotic elements in design education. The “design perception” is created by educating meaning layers interaction, based on conformity with psychological aspects of users, in design and conceptualization stages. One of the ways for user’s participation in design process is using actual sites for connecting students and users for paying attention to user’s needs. According to professor’s views, the most important aspect of user’s participation in design process is known as user’s assessment in ideation and shaping ideas. “User’s participations in design process” is suggested for recognition of site’s context, for example social culture of users and perception of user’s needs and designing based on the results of research. The most important elements for creation of “semantic aesthetics” in students’ views are “semiotic factors in spatial perception”, “strong contradictions and distinctions between predicate and subject”, “exquisite manifestation of open space in housing design”, and “light based design”. The factors that create the most significant “semiotic meanings” in design education include: “positive and negative spaces”, “pause and move spaces”, “social culture of the context”, “historical, symbolic and climatic values” and using “physical proportions to achieve semiotic form”.