幼兒學習環境美學指標建構之研究

A Study on the Construction of Aesthetic Indicators of Early Childhood Learning Environment

蘇盈榕(Su Ying-Jung)

指導教授 ： 湯志民

國立政治大學/教育學院/幼兒教育研究所/碩士(2022年)

https://doi.org/10.6814/NCCU202201205

摘要

本研究旨在探討幼兒學習環境美學意涵及指標建構，使用德懷術專家問卷調查，邀請 22 位專家學者作為研究對象，進行三回合問卷調查，建立幼兒學習環境美學指標。研究結論如下:
一、幼兒學習環境美學包括園舍建築之美、室內活動室之美、室外活動空間之美三向度，以室內活動室之美適切性最高。
二、幼兒學習環境美學包括建築造形之美、建築配置之美、建築設計之美、團體活動區之美、學習區之美、室內設施與設備之美、運動遊戲場之美、園庭之美、室外設施與設備之美九項目，以團體活動區之美適切性最高。
三、園舍建築之美向度中有建築造形之美、建築配置之美、建築設計之美三項目，以建築設計之美適切性最高。
四、室內活動室之美向度中有團體活動區之美、學習區之美、室內設施與設備之美三項目，以團體活動區之美適切性最高。
五、室外活動空間之美向度中有運動遊戲場之美、園庭之美、室外設施與設備之美三項目，以運動遊戲場之美適切性最高。
六、園舍建築之美向度中，有 18 個指標。以幼兒園建築設計具有多元空間及運用效能、幼兒園建築設計上提供幼兒創作空間的機會，具備寓教於境之特色適切性最高。
七、室內活動室之美向度中，有 18 個指標。以教室環境、廁所及廊道通風、 明亮、乾爽，並定時維護與保持整潔適切性最高。
八、室外活動空間之美向度中，有 18 個指標。以室外設施與設備有收納園藝工具及清潔工具之空間適切性最高。
九、整個幼兒學習環境美學，總共有 54 個指標。以教室環境、廁所及廊道通風、明亮、乾爽，並定時維護與保持整潔；以及室外設施與設備有收納園藝工具及清潔工具之空間適切性最高。
十、幼兒學習環境美學中，以功能美適切性最高。
最後，根據本研究結果，提出具體建議如下，以供幼兒園、教保服務人員、教育行政機關與未來相關研究參考：
一、強化對幼兒學習環境美學中功能美面向之規劃，作為幼兒學習環境美學穩固之基礎。
二、本指標可作為評鑑幼兒學習環境美學之參考，可編擬幼兒學習環境美學檢核表，幼兒園可考量教學模式或特色自我建置。
三、營造以幼兒為主體的學習環境美學，提升幼兒對環境的歸屬感。

關鍵字

幼兒 ； 學習環境美學 ； 指標建構 ； 德懷術

並列摘要

The purpose of this study is to explore the meaning of the aesthetics of early childhood learning environment and the construction of the indicators. The conclusions of the study are as follows:
1.The aesthetics of the early childhood learning environment includes the aesthetics of the kindergarten building, the aesthetics of the indoor activity space, and the aesthetics of the outdoor activity space.
2.The aesthetics of the early childhood learning environment includes 9 items: beauty of architectural form, beauty of architectural configuration, beauty of architectural design, beauty of group activity areas, beauty of learning areas, beauty of indoor facilities and equipment, beauty of playground, beauty of gardens or yards, and beauty of outdoor facilities and equipment, with the beauty of group activity areas being the most relevant.
3.The aesthetics of the kindergarten building includes the beauty of architectural form, the beauty of architectural configuration, and the beauty of architectural design.
4.The beauty of indoor activity space includes the beauty of group activity areas, the beauty of learning areas, and the beauty of indoor facilities and equipment, the beauty of group activity areas being the most relevant.
5.The beauty of outdoor activity space includes the beauty of playground, the beauty of gardens or yards, and the beauty of outdoor facilities and equipment.
6.Among the 18 indicators of the aesthetics of the kindergarten building. The design of kindergarten architecture should emphasize on having diversified space and use of efficiency, and the design of kindergarten architecture should provide opportunities for children to create and have the characteristics of education in the environment being the most relevant.
7.Among the 18 indicators for the aesthetics of indoor activity space. Classrooms, toilets, and corridors are well ventilated, bright, dry, and are regularly maintained and kept tidy being the most relevant.
8.Among the 18 indicators of the aesthetics of the outdoor activity space. The outdoor facilities and equipment with space for storing gardening tools and cleaning tools being the most relevant.
9.The aesthetics of the early childhood learning environment has 54 indicators. Classrooms, toilets, and corridors are well ventilated, bright, dry, and are regularly maintained and kept tidy; and the outdoor facilities and equipment with space for storing gardening tools and cleaning tools being the most relevant.
10.In the aesthetics of the early childhood learning environment, the functional beauty is the most relevant.
Finally, based on the results of this study, we propose the following specific recommendations for the reference of kindergartens, preschool educator, educational administrations, and future related studies:
1.To strengthen the planning of functional beauty in the aesthetics of early childhood learning environment as a solid foundation for the aesthetics of early childhood learning environment.
2.This indicator can be used as a reference for evaluating the aesthetics of the early childhood learning environment, and a checklist for the aesthetics of the early childhood learning environment can be prepared.
3.To create a child-oriented learning environment aesthetics to enhance children's sense of belonging to the environment.

並列關鍵字

Early Child ； Learning Environmental Aesthetics ； Indicator Construction ； Delphi

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