校園空間治理四元論模式建構及應用之研究

Research on the Construction and Application of the Quaternary Model of Campus Space Governance

盧文平(Wen-Ping. Lu)

指導教授 ： 林志成

國立清華大學/竹師教育學院/教育與學習科技學系/博士(2020年)

摘要

本研究旨在建構具有應用成效之校園空間治理四元論模式，提供治理者進行空間治理的檢核指標，藉以實踐教育理念，創新學校經營，成為具有「創生、創意與創價」動能的學校。
本研究以概念分析法解析空間社會學理論，歸納空間治理內涵，初構校園空間治理模式，運用專家內容效度修正並製成觀察表及訪談大綱，後採紮根理論研究法進入個案學校研究，循環檢證治理模式因素及其應用效果，據以形成理論與模式。
本研究係以Aristotle之四因說為指引，輔以Foucault之空間規訓權力、Lefebvre的空間生產論、Harvey空間正義的營造說，以及Soja第三空間的隱喻等空間社會學理論之觀點，建構成具有察覺、批判、省思、執行等應用效果的校園空間治理四元論模式，促使校園空間治理邁入「善治」的境界，其主要結論如下：
（一）智用空間權力：反身思考治理者及組織文化的規訓意識影響空間規劃，所產生的空間功能限制，進而發揮校園功能需求的空間自由度。
（二）善用空間生產：善用空間建築特性，發揮教育理念的空間設置與設計。
（三）實用空間營造：實用空間重構改造，活化行政、教學及機能需求的校園空間形式；實用空間體驗塑造，美化校園的形式及意識空間。
（四）活用空間隱喻：活用人境互動體驗，覺察正向空間符號，形塑主流文化；編納正向空間符碼，引領次級文化。活用第三空間創生、創意及創價的能量，排除負向空間符號、轉化負向空間符碼。
本研究依據研究發現與結果，提出結論及具體建議，以供教育行政機關、國中小學校長及未來後續研究者參考。

關鍵字

空間社會學 ； 校園空間治理四元論 ； 校園空間 ； 校園空間治理

並列摘要

The purpose of this research was to construct a quaternary model of campus space governance with effective applications, and to provide the assessment indicators for the space governance, so as to implement educational concepts, innovate school management, and make schools with the kinetic energy of "Creation, Creativity and Value Creation".
This research used the conceptual analysis method to analyze the theory of space sociology, summarized the connotation of space governance. The campus space governance model was initially constructed, and the observation tables and interview outlines were revised using the validity of exports. Later, the grounded research method was used for the case study research, and the factors of the governance model and their application effects were verified in a circular manner, and the theories and models were formed accordingly.
This research was guided by “Aristotle's theory of four causes, supplemented by Foucault's spatial disciplinary power, Lefebvre's theory of spatial production, Harvey's theory of spatial justice, and Soja's third space metaphor”. The four-element model of campus space governance with the application effects of detection, criticism, reflection, and execution was built, which promoted campus space governance to enter the realm of "good governance". The main conclusions were stated below:
(1) Intelligent use of space power: Reflexive thinking about the disciplinary awareness of the school administrators and organizational culture affects space planning, resulting in limit of space usage functions, and then fully use to spatial freedom of campus functional requirements.
(2) Effective use of space production: Effective use of the architectural characteristics of space to give full play to the space settings and designs of educational concepts.
(3) Practical space creation: Reconstruct and transform practical space, revitalize the campus space form for administrative, teachings and functional needs; shape practical space experience, and beautify the form and consciousness space of the campus.
(4) Utilize spatial metaphors: Utilize the interactive experience of human environment, perceive positive spatial symbols, and shape mainstream culture; compile positive spatial symbols to lead secondary culture. Make a fully use of the energy of creation, creativity and value in the third space to eliminate negative space symbols, and transform the negative space symbols.
Based on the findings and results, this study puts forward conclusions and specific recommendations for the reference of educational administrative agencies, principals of primary and secondary schools, and future follow-up researchers.

並列關鍵字

Sociology of Space ； Quaternary of Campus Space Governance ； Campus Space ； Campus Space Governance

參考文獻

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壹、中文部分

牛子宏（2007）。從「統治」到「治理」：我國地方政府治理模式轉型分析。紅河學院學報，5（3），9-12。