学校制图协同作用的类型:对伊朗中学的图解形态评价

Erfan Heidari, M. Saghafi
{"title":"学校制图协同作用的类型:对伊朗中学的图解形态评价","authors":"Erfan Heidari, M. Saghafi","doi":"10.1108/arch-12-2023-0337","DOIUrl":null,"url":null,"abstract":"PurposeThis study introduces diagrammatic morphology as a novel method for analysing the synergistic interactions within school mapping. It seeks to reshape the evaluation of school mapping typologies, focusing on the interconnectedness of learning activities, social interactions, and spatial configurations. Aims: (1) To develop the morphological evaluation procedures for school mapping. (2) To evaluate the Iranian Middle Schools' Interior Architecture (IMSIA) using the diagrammatic morphological method.Design/methodology/approachThis qualitative study has been conducted in two steps: A review of the morphological method for school mapping evaluation. A case study analysis of fifty-five IMSIA samples.FindingsThe spatial typology of IMSIA were categorized into four distinct models. These models included ten distinct pattern categories within twenty-one different types. The case study evaluation identified three levels of synergistic complexity within the school mapping: primary, intermediate, and advanced. The advanced level displayed the strongest connection to pedagogies among the analysed models.Originality/valueThis research innovatively evaluates the synergistic context of schools based on the assemblage theory through an occupational analysis of the Iranian middle schools' interior architecture mapping diagrammatic morphological method.","PeriodicalId":503590,"journal":{"name":"Archnet-IJAR: International Journal of Architectural Research","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The typology of school mapping synergies: a diagrammatic morphological evaluation of middle schools in Iran\",\"authors\":\"Erfan Heidari, M. Saghafi\",\"doi\":\"10.1108/arch-12-2023-0337\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"PurposeThis study introduces diagrammatic morphology as a novel method for analysing the synergistic interactions within school mapping. It seeks to reshape the evaluation of school mapping typologies, focusing on the interconnectedness of learning activities, social interactions, and spatial configurations. Aims: (1) To develop the morphological evaluation procedures for school mapping. (2) To evaluate the Iranian Middle Schools' Interior Architecture (IMSIA) using the diagrammatic morphological method.Design/methodology/approachThis qualitative study has been conducted in two steps: A review of the morphological method for school mapping evaluation. A case study analysis of fifty-five IMSIA samples.FindingsThe spatial typology of IMSIA were categorized into four distinct models. These models included ten distinct pattern categories within twenty-one different types. The case study evaluation identified three levels of synergistic complexity within the school mapping: primary, intermediate, and advanced. The advanced level displayed the strongest connection to pedagogies among the analysed models.Originality/valueThis research innovatively evaluates the synergistic context of schools based on the assemblage theory through an occupational analysis of the Iranian middle schools' interior architecture mapping diagrammatic morphological method.\",\"PeriodicalId\":503590,\"journal\":{\"name\":\"Archnet-IJAR: International Journal of Architectural Research\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-06-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Archnet-IJAR: International Journal of Architectural Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/arch-12-2023-0337\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Archnet-IJAR: International Journal of Architectural Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/arch-12-2023-0337","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

目的 本研究引入图解形态学,作为分析学校制图中协同互动的一种新方法。它试图重塑学校制图类型的评价,关注学习活动、社会互动和空间配置的相互联系。目标:(1) 制定学校制图的形态学评价程序。(2) 使用图解形态学方法对伊朗中学室内建筑(IMSIA)进行评价:对学校制图评估的形态学方法进行回顾。对 55 个 IMSIA 样本进行案例研究分析。研究结果 IMSIA 的空间类型被分为四种不同的模式。这些模式包括 21 种不同类型中的 10 种不同模式类别。案例研究评估确定了学校制图中三个层次的协同复杂性:初级、中级和高级。在所分析的模型中,高级模型与教学法的联系最为紧密。 原创性/价值 这项研究通过对伊朗中学室内建筑制图图解形态法进行职业分析,创新性地评估了基于组合理论的学校协同背景。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The typology of school mapping synergies: a diagrammatic morphological evaluation of middle schools in Iran
PurposeThis study introduces diagrammatic morphology as a novel method for analysing the synergistic interactions within school mapping. It seeks to reshape the evaluation of school mapping typologies, focusing on the interconnectedness of learning activities, social interactions, and spatial configurations. Aims: (1) To develop the morphological evaluation procedures for school mapping. (2) To evaluate the Iranian Middle Schools' Interior Architecture (IMSIA) using the diagrammatic morphological method.Design/methodology/approachThis qualitative study has been conducted in two steps: A review of the morphological method for school mapping evaluation. A case study analysis of fifty-five IMSIA samples.FindingsThe spatial typology of IMSIA were categorized into four distinct models. These models included ten distinct pattern categories within twenty-one different types. The case study evaluation identified three levels of synergistic complexity within the school mapping: primary, intermediate, and advanced. The advanced level displayed the strongest connection to pedagogies among the analysed models.Originality/valueThis research innovatively evaluates the synergistic context of schools based on the assemblage theory through an occupational analysis of the Iranian middle schools' interior architecture mapping diagrammatic morphological method.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信