大學校園空間組構型態與不安全空間分布之關連性研究

大學校園通常具有面積廣大、空間型態多樣化和開放性等特質，因此增添了校園空間安全的不確定性，若能了解校園內不安全空間分布與特性，將有助於學校進行不安全空間改善和預防策略。本研究以「空間型構」之靜態型構圖、動線型構圖和視域型構圖等三種分析方法來解析校園空間組構型態，並探討大學校園空間組構型態與不安全空間分布、聽聞受害空間分布、活動空間分布之關係。此外，本研究除了分析生理性別對不安全空間認知之差異外，也將進一步探討心理性別是否會影響不安全空間認知。本研究以台灣中部某所科技大學為實證基地，學生問卷有效樣本353份。研究結果顯示：（1）三種空間型構中以「靜態型構」對校園不安全空間分布有較高的相關性和預測力，此可能與校園空間型態與靜態型構之空間分解方式相近有關；（2）聽聞受害地點與活動強度息息相關，校園衝突事件好發於區位、動線便捷及視線開闊處；（3）不安全空間的指認雖然是一種心理認知，但仍不可輕忽不安全空間指認地點的潛在危險；（4）校園不安全空間的認知仍受生理性別影響較大，而心理性別並無顯著影響力。

關鍵字

校園安全；空間型構；安全感知；心理性別

並列摘要

The characteristics of university campuses generally include a large area, a variety of spatial patterns and open spaces, and therefore the insecurity of campus space has also increased. Understanding the distribution and characteristics of unsafe spaces on campus will help schools improve insecure spaces and develop preventive strategies. This study analyzes the spatial configuration of campus space by convex maps, axial maps, and visibility graphs of space syntax analysis (SSA), and explores the relationship between spatial configuration and spatial distribution of unsafe, heard-victimized, and activity space. In addition to analyzing the differences in physiological gender perception of unsafe space, this study will further explore whether psychological gender affects unsafe spatial cognition. Our research takes a university of science and technology in central Taiwan as an empirical base to obtain 353 valid samples of student questionnaires. The results show that: (1) Among 3 types of Space Syntax, convex maps have high correlation and detectivity for the campus insecure spatial distribution, and this may be related to the similar spatial decomposition the campus spatial distribution and convex maps have. (2) The heard-victimized location is closely related to the activity intensity. Campus conflict incidents occur in the convenient location, good traffic flow and open visual fields. (3) Although the identification of unsafe space is a kind of psychological cognition, it is still not possible to neglect the potential danger existing in insecure space. (4) Physiological gender has a greater impact on spatial cognition of insecure campus, while psychological gender has no significant influence.