國民中學校園炊事場之設置及用後評估之研究

The research on the establishment of outdoors kitchen work fields in junior high schools and post-occupancy evaluation

黎玉鈴(YU-LING LI)

指導教授 ： 陳盛雄

國立臺灣師範大學/教育學院/公民教育與活動領導學系在職進修碩士班/碩士(2011年)

摘要

本研究旨在於瞭解桃園縣國民中學校園炊事場的設置現況及其用後評估，並進一步探討桃園縣國民中學校園炊事場可能之具體效益，以及場地設置規範與標準，並提供改進建言。
本研究以「文件分析法」、「田野調查法」、「問卷調查法」、「訪談調查法」為研究方法，針對桃園縣境內五十九所國民中學，進行相關研究。本研究以相關表格、影像記錄、調查問卷等為研究工具，以桃園縣境內五十九所國民中學的總務主任、進行立意抽樣地選擇符合本研究設計的三十二所國中，依照各校師生比例，發出針對總務主任59份、教師100份、學生300份問卷進行問卷調查，並與有意願參與本研究的校長、教師進行訪談，以308位在校園炊事場進行體驗活動的學生之省思學習單，進行分析與歸納，獲至相關的訊息以為校園炊事場設置的相關意見。
研究結果有以下結論：
壹、國民中學校園炊事場之設置情形方面
一、桃園縣內各國民中學有五成四已設置了校園炊事場，校內的師生對場地均有使用上的需求。
二、桃園縣內擁有校園炊事場設備的學校，其校園炊事場規模上多屬中庸、中下的水準。
三、各國民中學校園炊事場於校園內的設置區位多設置在學校邊緣，以利免於聲音、氣味相互干擾。
四、各國民中學校園炊事場內設備全部備齊的學校並不多，約只佔二成一。
貳、國民中學師生使用炊事場的現況方面
一、國民中學師生使用校園炊事場的頻率以每班一年一次居多
二、教師於校園炊事場中之教學情形必須面臨不同的挑戰：如：「規矩的訂定與實施」、「秩序掌控」、「教學必須兼顧體驗、省思、多元、從容與實踐的精神」
三、學生於校園炊事場中的狀況多為認真投入、反應熱烈、團結合作、井然有序。
四、校方的管理與維護多為「消極的管理」、「被動地維護」。
叁、評估國民中學師生使用炊事場之實質效益方面
一、校園炊事場的設置對教師教學具有多元的幫助。
二、學生於校園炊事場進行學習體驗活動的收獲是多元的。
三、校園炊事場的其他可能途可以朝「多元功能」發展。
肆、建構國民中學炊事場的管理規則與標準方面
一、願意依課程安排，而使用校園炊事場的教師對於校園炊事場的期望：
（一）行政領導者對於炊事場有以下期望：1.設備齊全、2.設備精簡、3.自然型態、4.良好動線、5.器物多元、6.適當區位、7.足夠空間、8.遮蔭功能9.操作體驗、10.展現創意、11.環保考量。
（二）教師使用者對於炊事場有以下期望：1.足夠空間、2.適當區位、3.合宜動線、4排水良好、5.設備齊全、6.符合需求的設計、7.給水便利、8.遮蔭功能、9.集合場地、10.雨備場地、11.足夠綠地、12.完善管理
二、國民中學教師、學生心目中理想的校園炊事場前三者分別為「設計規畫型」、「童軍營地型」、「大樹蔭型」。
三、理想的、合適的「校園炊事場」的使用規則與管理標準方面：有關炊事場的管理辦法要件：（1）主旨（2）場地定位（3）管理（4）登記使用（5）責任
伍、學生在校園炊事場內體驗的學習效益，八年級學生在省思中較多共鳴的是「人際互動」、其次為「自我管理」；九年級學生在省思中較多共鳴之順序與八年級的相反。
陸、建構學校對建築與炊事場地進行用後評估的機制，有助場地與師生使用的關係更密切，並提升學校建築與場地的再造與進化的功能。
柒、學校設置校園炊事場設置須考量本身的需求，配合學校本身的空間、經費與專業管理與使用的人士，並邀請相關領域研發相關課程，以提昇學校課程發展與規劃的境界，同時達到場地多元使用功能，亦能成為學校整體營造的重點之一。

最後，依據上述結論提出建議，並提供主管教育行政機關、學校行政單位與未來相關研究之參考。

關鍵字

校園 ； 校園炊事場 ； 童軍教育 ； 綜合活動教師 ； 用後評估

並列摘要

The purpose of this research is to understand the present condition of establishment of outdoors cooking fields in junior high schools in Taoyuan County, and to do post-occupancy evaluation. Besides, it also probes into possible benefits from outdoors cooking fields in junior high in Taoyuan County, and the management rules and norms of cooking sites. Also, some suggestions are provided for improvement.
The methods of this research are “document analysis,” “field work,” “the questionnaire survey, and “interview survey.” 59 junior high schools in Taoyuan County are focused in the research. With relative forms, video tapes, and questionnaires, etc. as research tools, 32 junior high schools which were conformed to this research were chosen from 59 directors of general affairs by purposive sampling. According to the proportions teachers to students in each school, for questionnaire survey, 59 questionnaires were sent to directors of general affairs, 100 to teachers, and 300 to students. Principals and teachers who are willing to join this research were interviewed. The 308 work sheets of reflection from students who had experienced the activities in outdoors cooking fields were analyzed and concluded. Those relative messages are collected as relative opinions of the establishment of cooking fields in campuses.

The results of this research are concluded below:
1. The aspect of the establishment condition of outdoors cooking fields in junior high schools
A. Outdoors cooking fields in campuses are set up in 80% of junior high school in Taoyuan County. Teachers and students have the need for using fields.
B. In Taoyuan County, the levels of outdoors cooking fields in school are usually on average, or below average.
C. Most outdoors cooking fields in junior high schools are set up in the border districts of school. It favors the avoidances interfering from sound and smell.
D. The schools with complete equipment of outdoors cooking fields are few. It is about 21%.
2. The aspect oft the present situation about outdoors cooking fields using by teachers and students.
A. Most of the frequency about outdoors cooking fields using by teachers and students is once a year per class.
B. Teachers who have teaching situation in outdoors cooking fields have to face different challenges, such as “rules making and practicing,” “order controlling,” and “consideration giving to spirits of experience, reflection, diversification, composure and practice.”
C. Students in the situation of outdoors cooking fields are usually attentive, ardent, cooperative, well-ordered.
D. Most management and maintenance from school are passive.
3. The aspect of assessing the benefit from junior high teachers and students’ using of outdoors cooking fields
A. The establishment of outdoors cooking fields in campuses is full of various helpfulness.
B. Students who learn and experience activities in outdoors cooking fields profit variously.
C. The other possible usage of outdoors cooking fields in campuses can be developed toward various functions.
4. The aspect of constructing the management rules and standards for outdoors cooking fields in junior high schools
A. The expectation to outdoors cooking field from teachers who are willing to use outdoors cooking fields
(A) The expectation from to outdoors cooking field from administrative leaders: (a) complete equipment (b) simplificative equipment (c) natural pattern (d) nice itinerary (e) various appliances (f) suitable location (g) enough space (h) shadowing function (i) operating experiencing (j) creativity display (k) eco consideration
(B) The expectation from to outdoors cooking field from teachers: (a) enough space (b) suitable location (c) proper itinerary (d) efficient drainage (e) complete equipment (f) requirement-matching design convenient water supply (g) shadowing function (h) assemblage field (i) field reserved for raining days (j)enough green grass(k)perfect management
B. Junior high teachers and students’ top 3 ideal outdoors cooking fields are “design style,” “scout campsite style,” and “shade of big trees style.”
C. Ideal and suitable using rules and management standards aspect of outdoors cooking fields: Regulations for outdoors cooking fields : (A) Gist (B) Field definition (C) Regulations (D) Registration (D) Responsibility
5. In students’ learning benefits from experiencing outdoors cooking fields in campuses, “Interpersonal Interaction” is the first in consensus in students’ reflection of grade 8th; “Self-Management” comes to the second. The order is adverse in grade 9th.
6. The system of post-occupancy evaluation of structure and outdoors cooking fields for school is constructed. It helps the fields and the usage by teachers and students be more closely related. It also enhances the functions of reconstruction and evolution for school structures and fields.
7. School requirements are considered while school outdoors cooking field are set up. It needs to go with the space in school, budgets, people of professional management and using, and relative domains should be invited to research and develop relative courses. Therefore, school curriculum development and design can be promoted; meanwhile, the field can be used for multiple purposes. It also can become the main point for school development.
Finally, according to the conclusion above, some suggestions are proposed to organizations of educational administration, schools and researches on related topics.

並列關鍵字

campus ； the outdoor cooking field in campuses ； the scout education ； integrated activity teachers ； post-occupancy evaluation,POE

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