結合課程教學需要的校園設施建構模式－以國小生態池為例

Integrating Teaching Needs to Create School Facilities Design Patterns: an Example of an Eco-pool in Elementary Schools

薛方杰(Fang-Jye Shiue)

《當代教育研究季刊》 16卷1期 (2008/03) Pp. 77-119

https://doi.org/10.6151/CERQ.2008.1601.03

摘要

近年來生態與永續環境等議題廣為世人所重視，在各級學校中也陸續增設了許多相關設施，其立意固然良善，位部分學校在設施建成後卻發生了使用率低落及管理維護上的問題；本研究透過設施之用後評估作業，瞭解教學需求與設施規劃間的疏離是形成問題的根本關鍵之一。為探索課程教學與校園設施間的關聯性及相互整合的可能性，本文以國小生態池為例，透過與教師合作，對於課程教材進行系列性整編分析與討論，並對生態池之建構模式進行探討。綜合研究結論如下：1.校園設施使用與管理之問題常與設施無法滿足課程教學需要、造成規劃與使用間疏離的問題有關，面對此問題應建立起「結合課程教學需求之軟體規劃作業以導引設施硬體規劃建構」的模式，以落實校園設施應能充分輔助課程教學發展之基本理念。2.除一般認知的自然科學與科技等科目外，生活、數學、語文等科目課程亦與生態池設施具相當之關聯性。3.不同年級與科目之需求及屬性具有差異性，在規劃上應審慎考量與安排。4.課程教學與校園設施間為一循環建構之過程，有無關聯性乃直接影響使用率及輔助教學成效之重要關鍵。5.透過課程教學之軟體規劃導引設施硬體之規劃，將使校園設施更能發揮輔助課程教學發展的功能。

關鍵字

學校建築 ； 教學 ； 生態池 ； 用後評估 ； 規劃設計

並列摘要

In recent years, ecology and sustainable environment issues have received increasing public attention. In responding to this trend, schools have devoted more efforts to setting up related environmental facilities. However, critics of these efforts have pointed to low using rates and maintenance burdens. Through a Post-Occupancy Evaluation of school facilities, we discovered that ignoring educational demand in the facility planning process is the key factor leading to such problems. In order to understand the relationship and possible coordination between teaching and school facilities, we researched an eco-pool design in elementary schools. With teachers' help, we discuss the method of integrating course materials into the eco-pool design and design patterns, which result in the following five conclusions: (1) The facility use and management problems occurred in facilities that could not satisfy teaching needs. It violates the fundamental concept that school facilities should support educators. Therefore, a pattern of educational requirements leading the hardware planning process is created to achieve this goal; (2) In addition to natural science and technology, mathematics, language, and everyday life also demonstrate a close relationship to eco-pools; (3) Various grades and courses have diverse needs and characteristics that should be considered in the planning process; (4) The relationship between teaching and school facilities is a continued and cycled process of creation that directly influences using rates and teaching effectiveness; and (5) Through planned courses related to hardware design, school facilities can provide more support in teaching development.

並列關鍵字

school building ； teaching ； eco-pool ； post-occupancy evaluation ； planning and design

參考文獻

王佩蓮(1999)。全國國小生態教學資源現況之探討。臺北市立師範學院學報。30，311。

王順美(2004)。社會變遷下的環境教育－綠色學校。師大學報。49(1)，159-170。

綠色學校空間規劃原則

呂以寧(2002)。營建工程專案管理。臺北:六合。

何晨瑛(2004)。臺灣綠色小學校國生態環境現況解析之研究(碩士論文)。國立成功大學建築研究所。