以參與式設計探討學習歷程及校園介面設計-以亮綠校顏規劃為例

Investigating the Learning Progress and Campus Interface Design by Participatory design：Using“Bright Green Campus Interface Project”as an Example

楊君儀(Chun-Yi Yang)

指導教授 ： 蔡淑瑩

國立臺北科技大學/設計學院/建築與都市設計研究所/碩士(2011年)

https://doi.org/10.6841/NTUT.2011.00493

摘要

學校不僅僅是學生的學習場所，也是生活空間，同時也在社區中演扮演著生活中心的角色。學校其實也肩負著許多人的期望，每個學生對學校校園的呈現，都有著不同的想像。因此在本研究中，以參與式設計的方式來規劃設計校園圍牆介面，讓師生居民都有機會能將自己的想像與期望付諸實現。並從校園作為一出發點，以校園綠色空間為示範，打開校園，增進鄰里社區認同，突顯地區特色、凝聚社區意識，打造出校園與社區緊密結合之環境教育場所。本研究將永續校園參與式設計與工程結合課程進行，讓學生跳脫書本的框框，進而從生活中學習與永續發展相關知課題，更能發展出無限的可能。
本論文研究方法是透過設計參與式活動的方式，讓學校師生、家長實際參與打造永續校園的過程，從設計議題發想、創意模型製作，到後期施工參與的部份，讓師生經由一連串的參與式設計活動，對自身所處的校園環境能有更深的體認，以提升師生對於校園環境的認同感與歸屬感，同時增加學生與社區之地方共識，塑造社區地方感。；研究對象係以台北市五所代表小學、國中、高中學生為主；重要結論如下：
（一）經由參與式設計活動中的觀察與分析，本研究認為，永續校園規劃原則應加入：環境教育、社區鄰里發展及參與式設計…等三項原則，才能使永續校園之規劃更為完善。
（二）在參與式設計活動中，應更加注意「設計參與」及「施工參與」之完整性，並建議加入後續之「維護參與」，才能讓參與式設計活動完整。
（三）比較各學齡學生在參與設計活動與學習歷程各階段中的行為差異，並歸納出適合不同學齡學生的參與式設計：國小學生適合「情境導引式」的參與式設計；國中學生適合「合作學習式」的參與式設計；高中學生適合「啟發學習式」的參與式設計。

關鍵字

參與式設計 ； 環境教育 ； 學習歷程 ； 校園介面

並列摘要

Schools are not only the space for student learning, but also for living.It plays the role of a cen-ter for living in the community. Schools actually also bear the expectations of many people; each student imagines different appearances of the school campus. Thus, in this study, the method of participatory design is used to plan and design the campus interface, so that the teachers,students and residents can all have opportunities to realize their imaginings and hopes. Furthermore, the campus is used as a point of departure in which the green campus spaceis used in demonstration of how to open a campus to enhance a sense of identification from nearby communities, accentuate local characteristics, create a cohesive community consciousness, and create an environmental education site that closely connects campuses and com-munities. In addition, this
study combines both sustainable campus participatory design and engineering with the curriculum, so that students can be free of the limitations of textbooks, and in turn learn about issues relating to sustainable development in life, which would develop into infinite possibilities.
The research method adopted participatory activities that allow teachers, students, and parents to participate in the process of creating a sustainable campus, from brainstorming the design issue, making creative models,and participating in later construction.Teachers and students can also have a deeper understanding for their campus environment through a series of participatory design activities. The teachers and students may have a chance to joint participation in environment design and construction, in order to elevate their sense of identification and belonging in the campus environment, and increase local consensus between students and the communities at the same time and create a sense of local for the community.The research subjects are students from five representative elementary schools, junior high schools, and high schools in Taipei City. The main conclusions of this study are as followings:
（1）we regard that sustainable campus planning rules should be added: environmental education,neighborhood development and participatory to compelet the sustainable school planning.
（2）The participatory design activities should emphasize on the integrity of"design participation" and "construction participation ",It′s also suggested to join the "maintainance of participation " in order to compelete the participatory design activities.
（3）By observation and analysis of the participatory design activity are used to compare the behavioral differences of various age groups students when the participant in design activities and the learning process, and to summarize participatory design suitable to different age groups of students: context-guidance participatory design for elementary school students; cooperative learning participatory design for junior high school students; insight-learning participatory design for high school students.

並列關鍵字

Participatory design ； Environmental education ； Learning progress ； Campus interface

參考文獻

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