首页> 外文学位 >Environmental psychology in classroom design: Principles adapted from environmental psychology can be applied to the design of a classroom to improve creative problem-solving skills in gifted children.
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Environmental psychology in classroom design: Principles adapted from environmental psychology can be applied to the design of a classroom to improve creative problem-solving skills in gifted children.

机译:课堂设计中的环境心理学:可以将适用于环境心理学的原理应用于教室设计,以提高有天赋的孩子的创造性解决问题的能力。

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摘要

Lessons learned from environmental psychology research conducted over the past 40 years should be applied to classroom design to enhance creative problem-solving skills in students. These skills are believed to be the primary indicator of success in today's information age economy.; Research by environmental psychologists, including Ann Taylor, Paul Gump and Carol Simon Weinstein, who have defined how the physical environment impacts learning and other skill development associated with creative problem-solving, will be reviewed and used to develop a list of design criteria for learning spaces.; Classroom areas should contain: a blend of large group, small group and individual spaces, flexible classroom layouts that encourage discussion and participation in addition to the traditional lecture-style room, colors geared toward the subject being taught, an aesthetically pleasing and unusual environment to stimulate creativity, and specialized spaces to encourage specific creative and cognitive skills. There should be plants in the classroom and a nature area on the school grounds to reduce stress and improve creativity.; A set of design criteria based on environmental psychology will be developed to create a new model for classrooms. This new model will allow for students to develop the creative problem-solving skills that are needed in today's business environment.
机译:在过去的40年中,从环境心理学研究中吸取的经验教训应应用于课堂设计,以增强学生的创造性解决问题的能力。这些技能被认为是当今信息时代经济成功的主要指标。包括安·泰勒(Ann Taylor),保罗·甘普(Paul Gump)和卡罗尔·西蒙·温斯坦(Carol Simon Weinstein)在内的环境心理学家的研究已经进行了定义,这些研究已定义了物理环境如何影响学习以及与创造性解决问题相关的其他技能发展,并将这些研究用于制定学习设计标准清单空格。教室区域应包含:大教室,小教室和个人空间的混合体;灵活的教室布局,除了传统的讲堂式教室之外,还鼓励讨论和参与;针对所教授主题的色彩;在美学上令人愉悦且与众不同的环境激发创造力和专门的空间,以鼓励特定的创造力和认知能力。教室里应该有植物,校园里应该有自然区域,以减轻压力并提高创造力。将开发一套基于环境心理学的设计标准,为教室创建一个新的模型。这种新的模型将使学生能够开发当今商业环境中所需的创造性解决问题的技能。

著录项

  • 作者

    Hunter, Katie.;

  • 作者单位

    University of Cincinnati.;

  • 授予单位 University of Cincinnati.;
  • 学科 Architecture.; Education Special.; Education Educational Psychology.
  • 学位 M.Arch.
  • 年度 2005
  • 页码 102 p.
  • 总页数 102
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;特殊教育;教育心理学;
  • 关键词

  • 入库时间 2022-08-17 11:42:19

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