Abstract:
با نظر به اهمیت آگاهی دانشآموختگان معماری نسبت به مقررات ملی ساختمان، این مقاله دو هدف اصلی را پیگیری میکند: 1) بررسی شرایط حال حاضر آموزش مقررات ملی در آموزش دانشگاهی مقطع کارشناسی مهندسی معماری از نقطه نظر میزان اهمیت و ضرورت، میزان توجه به آموزش آن و نواقص و موانع پیش روی آن؛ 2) ارائه و بررسی پیشنهادات برای آینده آموزش مقررات ملی از نقطهنظر روشهای مناسب تدریس، مباحث لازم آموزشی، و زمان مناسب آموزش در طول دوران تحصیل. برای دستیابی به این اهداف از روش تحقیق پیمایش کیفی و برای جمعآوری دادهها از ابزار مصاحبه نیمهساختاریافته با مدرسین معماری که سابقه کار حرفهای در ساختار نظام مهندسی ساختمان را دارند، بهره برده شده است. یافتههای این مقاله ضرورت اضافه شدن یک درس دو واحدی تخصصی که به طور مستقیم به آموزش مقررات ملی بپردازد را آشکار میسازد. علاوه بر این، نتایج این پژوهش بر آموزش غیرمستقیم مقررات ملی در خلال آموزش دروسی که به هر یک از مباحث 22گانه مقررات ملی ساختمان مرتبط هستند نیز تأکید دارد. از این رو پیشنهاد میگردد که در فرآیند بازنگری برنامه درسی کارشناسی مهندسی معماری، بازنگری سرفصل دروس مختلف با تأکید بر آموزش مباحث مرتبط مقررات ملی ساختمان نیز مدنظر قرار گیرد.
Observance of National Building Codes (NBCs) in design, calculation, implementation, operation, repair, and maintenance of architectural buildings to ensure the minimum level of safety, comfort, health, proper utilization, and economic efficiency of the individual and society is essential. After graduating, architecture students must follow building codes in their professional work. This study has two main aims: 1) to study the current situation of teaching NBCs in the undergraduate course of architectural engineering in Iranian universities from the viewpoints of level of importance, necessity, and attention to its teaching as well as its weakness and challenges; 2) to investigate its future from the viewpoints of teaching methods, modules, and proper time, and presenting suggestions. The study used the qualitative research method and semi-structured interview tools. The statistical population of the study is Targeted Sampling from architects with the following characteristics: 1) Having experience in the profession of architecture continuously, 2) having experience in architecture academic education continuously, and 3) having a grade in the Construction Engineering Organization and mastery of NBCs.The results of this study show that the current method of teaching architecture based on the approved program of the University of Tehran, which is implemented in most universities in the country, is not effective in teaching NBCs and needs to be revised. Although the proposed method of the Ferdowsi University of Mashhad in direct teaching NBCs as a separate course can be considered as an effective step in filling the gap between profession and university education, but indirect teaching NBCs during theoretical and practical courses should also be considered. To achieve this, it is necessary to revise the course topics and emphasize the teaching of topics related to that course.Due to the time limitation in presenting the proposed two-unit course, it is only possible to give a brief introduction of NBCs' topic and not to become familiar with them in detail. Although the proposed topic emphasizes teaching 10 of the 22 topics, the results of this study suggest that general familiarity with all topics is required. This study also reveals that some architecture teachers impede the entry of NBCs into university education. Some issues such as revising the curriculum of architecture, requiring the passing of national regulations in all universities in the country, planning to reform and change the approach to architecture education at the Ministry of Science Research and Technology, more emphasis on technical aspects of architecture, and preparing students to enter the professional work can solve some problems.The results of this study show that the lack of attention to the teaching of NBCs during various courses, low level of teachers' interest in teaching topics and insufficient emphasis on the observance of NBCs in student projects, are among the main defects of teaching NBCs in Iranian universities.It is suggested that after a few more years of teaching NBCs, some research evaluate it from the perspective of teachers, students, and graduates based on the qualitative method to provide the necessary conditions for revising this curriculum in the future.