從兒童與自然的關係探討幼兒園空間設計

此設計論文從研究Froebel主張人、神與自然三者合一的象徵性教育哲學理論推導來建構誘導幼兒進入空間環境體驗的設計元素，通過現象學的身體概念將建築視為一種現象的場域，讓幼兒園作為幼兒感知實質環境的觸媒，從自然環境的感知進而讓幼兒通過身體的開展來認識並豐富幼兒階段對周邊生活環境的體驗與認識。德國教育家福祿貝爾(F. Froebel)相信一個經過預備的環境具有教育幼兒的力量。筆者身為一位空間專業者及母親，首要關心學習環境對幼兒的發展影響；因此認為幼兒學習空間與幼教理念實踐的關係尚有許多課題值得探討。目前國內針對幼兒學習環境的研究多聚焦於一般性的環境設計議題與幼兒學習發展的心理面向。Froebel認為幼兒通過對自然的認識有助於主體性的建構，而遊戲讓幼兒身體的運動與知覺連結了生活空間與想像以建立對世界的認識。現象學關於身體的論述陳述了真實經驗可以作為建構主體自我與認識世界的基礎，人們對於生活環境的經驗是一種心靈內在建構與環境現實兩者的融合；身體在這樣的融合當中扮演重要的介面。幼兒園設計除了提供生活與學習需求以及庇護身體之外，如同Gaston Bachelard在其著作《空間詩學The Poetic of Space》所主張的，它能夠培育我們的想像，因為身體知覺擁有一種超越事實層面的想像活動能力，可以豐富生活空間的情感效應。

關鍵字

幼兒園設計；福祿貝爾；象徵性教育；現象學；幼兒感知發展；自然觀

並列摘要

This study constructs the design elements of inducing children to enter the experience from Froebel's symbolic education philosophy theory that advocates the unity of human, God and nature, so that kindergarten as a generator of children's perception of the real environment. At present, the domestic research on children's learning environment mainly focuses on the general environmental design issues and the psychological aspects of children's learning development. Phenomenological discourse on body states that real experience can be used as the basis for constructing the subject's self and understanding the world. People's experience of living environment is a fusion of inner construction of mind and environmental reality, in which the body plays an important role. In addition to providing life and learning needs and protecting the body, as Gaston Bachelard advocated in his book 《The Poetic of Space》, kindergarten design can cultivate our imagination, because body perception has a kind of imagination activity ability beyond the reality level, which can enrich the emotional effect of life space. Froebel believes that children's understanding of nature is conducive to the construction of subjectivity, and games enable children's body movement and perception to connect the living space and imagination, so as to establish the understanding of the world.