學科教室群教學空間規劃與使用之研究－以臺北市麗山高中為例

Research on the Planning and Use of Teaching Space for Clustered Variation Classrooms – A Case Study of Taipei Municipal Li Shan Senior High School

邱華玉(Hua-Yu Chiu)

指導教授 ： 黃世孟

國立臺灣師範大學/教育學院/教育學系/碩士(2001年)

摘要

台北市立麗山高級中學「學科教室群」教學空間的營運模式，著眼於教學專業的尊重與鼓勵，由教師固定在學科教室中準備教學佈置與進行教學，而學生跑班上課的型態，確實首開國內高中教學空間革新風氣之先，實際營運績效則值得進一步評估。本研究乃對該校之「學科教室群教學空間」進行用後評估研究。
本研究的目的在於針對該校學科教室群教學空間：（一）了解其規劃理念。（二）調查其使用實態。（三）探究使用感受與滿意度。（四）檢討規劃與使用績效符應情形。（五）綜合研究發現及評估適用價值，提供相關人員參考。
本研究兼採文件分析法、觀察法、訪談法與問卷調查法，對麗山高中學科教室群教學空間有以下主要研究發現：
（一）規劃理念方面：1.為籌設科學高中而形成；2.其空間為包含五種空間概念的複合量體，主要特色在於空間機能規劃及營運模式；3.規劃理念推廣效果明顯。
（二）使用實態方面：1.學科教室之彈性隔間必要時才會使用；2.多用途空間主要用於學科情境佈置或展示作品；3.教師喜用教師準備室且每天使用時間長；4.科技化教學十分普遍；5.近半數教師經常使用教具上課；6.多數教師偶而隨著教學單元進行教學情境佈置。
（三）使用感受方面：師生對空間規劃內涵與跑班營運模式大體滿意，而共同不滿意的是隔音問題。
（四）規劃與使用績效符應情形
1.從營運功能比較得知：（1）實踐上證實有助教與學的效果，適合實施適性教育，較能配合「高中教學目標」；（2）部分符應「教學空間轉型趨勢」；（3）初步達成「配合教學革新要求」，尤能促進教師專業成長，多元教學方式上則漸有突破；（4）大體上能滿足「師生的角色需求」，增進人際交流機會。
2.從空間行為比較得知：學科教室及教師準備室的實際空間使用行為與規劃理想最相符，而正式上課時間多用途空間使用情形不如規劃預期的頻繁。
（五）適用價值評估：1.學科教室群空間大體適用於麗山高中，可能可以嘗試推廣至其他高中。2.值得參採的事實與應檢討改進事項。
本研究結論：（一）、以教學需求為依歸的教學空間考量是正確的，才能彰顯教學空間價值；（二）、麗山高中規劃兼顧理論與實務，符合多元參與；（三）麗山高中教學空間乃結合學科教室空間與開放空間兩大要素；（四）麗山高中與美國學校類型相似，而與國內高中傳統高中有極大差異；（五）高中學校比較上可能較適宜採行學科教室型態；（六）單純學科教室空間使用績效較佳，開放空間的使用有待進一步推廣。麗山高中空間規劃不足部分偏於物理環境、區位、設備等問題；（七）可從教室使用的實態中，發現教師之教育理念與管理方式；（八）麗山高中教學空間規劃，能提供給教師教學運用的各種「可能性」與「機會」；（九）教學情境佈置是學科教室優勢，部分可在建築規劃時所賦予，部分需由師生使用時建構；（十）教學是師生互動的關係，教學環境是提供互動的便利性，教師與學校的做法是關鍵性。
藉由研究實際研究探討過程及上述研究發現與結論，提出以下建議供教育行政機關、學校及未來進一步研究的參考：
一、對教育行政機關的建議：（一）支持學校整體規劃理念；（二）校園規劃應符合國情；（三）宜編制具建築師資格的專業人員，從事學校建築設計規劃的審核或諮詢；（四）辦理全國「學校建築效能評鑑」，了解學校建築效能情況。
二、對學校的建議
（一）規劃上：1.規劃上應考慮不同教育階段設施的適宜性；2.注重各科間需求的歧異性；3.要特別重視跑班教室的動線及行政支援的便利性；4.善用科技設備，減低跑班制度下師生分散校園所造成的聯繫不便；5.教室使用率超過三分之一以上的教師，教室宜專用；6.可徵求有願意合作的教師共用一間教室，促使彼此進一步作深化的教學合作；7.規劃理念除宣導外，可加強互動溝通、示範導引、種子教師培訓、參與規劃改善工作等；8.規劃及管理要有彈性；9.繼續改進排課，減少學生跑班的疲累；10.辦理定期空間使用評估，以供有效改善。
（二）使用上：1.教師應主動研究空間使用方式，才能發揮教學空間績效；2.老師要多去注意空間的擴展使用，以減少對講述式教學依賴；3.強化空間情境的豐富性，學科型教室的價值才能發揮。4.教師要主動規劃教學空間，有效提昇教學品質。5. 在開放空間中多充實學習角之類的佈置，吸引學生駐足運用，以彰顯學科教室「專業學習」的精神。6.善用學科教室群空間的便利性，擴大教師間的交流合作。
三、未來研究上：（一）長期性追蹤研究的必要；（二）研究對象擴大的必要。

關鍵字

學校建築 ； 教學空間 ； 學科教室 ； 空間規劃 ； 用後評估

並列摘要

“Clustered Variation Classrooms” (teachers are basically proceed both preparation and teaching in certain classrooms, and students always come to class there instead.) initiated by Taipei Municipal Li Shan Senior High School emphasizes respect and encouragement for teaching profession. Indeed, it revolutionarily creates a new teaching way in teaching spaces and deserves detailed post-occupancy evaluation.
This study aims at exploring Li Shan’s new space-planning teaching: 1.To understand the ideal of scheme. 2.To investigate the current practice. 3.To comprehend acceptance and satisfaction. 4.To discuss the achievement between scheme and use. 5.To integrate studies and evaluate them, and contribute possible suggestions for reference.
The study includes four ways to research: documentary analysis, observation, interview, and questionnaire. This study concludes the followings points:
It reveals:.
1. Ideal programming:（1）For developing a science-framed senior high school in the future.（2）A compound of five spaces conceptualized, which mainly features both space function and its practice.（3）Successfully carried out and highly admired.
2. Practice:（1） Flexible spaces are only formed in case of necessity.（2）Multi-spaces are approximately used for teaching-circumstance arrangement and work display.（3）Teachers are fond of using preparation classroom, and spend much time there.（4）Teaching by way of high-tech medias or resources is common.（5）About half of Li Shan’s teachers regularly use teaching aids.（6）Most of the teachers occasionally do teaching circumstance arrangements with teaching programs varying.
3. Satisfaction:Teachers and students are generally satisfied with running classrooms as well as space-planned environment. However they are identically discontented with sound arresters.
4. Coincident achievements with planning and practice
（1）From practice:
A）Innovation in teaching and learning are definitely made. The planning is more suitable for fitting-particularity education and conforming better to the goals of Senior High School Education.
B）A part of the planning responds to transmutation of teaching space.
C）It elementarily accomplishes teaching innovation. Especially it upgrades profession, and gradually breaks through ways for multi teaching.
D）Roughly the needs of teachers and students could be satisfied, and the intercommunication is increased.
（2）From environment & behavior:
The use of both variation classrooms and preparation classrooms coincide best with teaching space planning. Nevertheless classes held in multipurpose learning space do not work efficiently as expected.
5. Evaluation
（1） “Clustered Variation Classrooms” generally applies well to Li Shan, therefore it may be able to be promoted to the other senior high schools.
（2） Valuable facts need adopting; disadvantages need improving.
In addition to previous point of views, there are some proposals for further studies.
1. Proposals for educational administration:
（1）Support the scheme of integrated development of each school.（2）The scheme for campus should respond to national conditions.（3）Professional architects should be schemed in examination or advice of school building planning.（4）Conduct evaluation of national school buildings to clearly understand efficacy of all school buildings.
2. Proposals for schools
（1） Planning： A）Consider different adequacies for different educational periods. B）. Attach importance to different needs among subjects. C） Lay stress on the convenience of running routes to different classrooms and mobile support from administration. D）Make good use of technical equipment, which could decrease inconvenience in contact, caused by running classrooms. E）Variation classrooms can be distributed to those teachers who usually use them over frequency 30%. F） Seek for other co-teachers for each classroom to advocate further cooperation. G）Beside promotion of Clustered Variation Classrooms, strengthen interactive communication, example guidance, seed teachers cultivation, and participation in planning and improving. H）Flexible scheme and management. I）Reform class schedule to reduce students’ fatigue by running classrooms. J）Conduct regular evaluation of space usage to improvement in the future.
（2） Use: A）Teachers should actively study various ways for making use of Clustered Variation Classrooms in order to promote its effectiveness. B）Teachers should pay more attention to expand teaching space, and reduce the reliance on narrative teaching. C）To enrich teaching spaces to make Clustered Variation Classrooms well developed. D） Teachers should be active in planning teaching space to advocate teaching quality. E）To flourish arrangement of learning corners in open spaces to upgrade profession of Clustered Variation Classrooms. F） Make good use of Clustered Variation Classrooms to cooperate with teachers on teaching preparations, activities, and guidance for students.
3. Future research:
（1）Do a long tern research of Clustered Variation Classrooms.
（2）Enlarge the objects of the research

並列關鍵字

School Building、 ； teaching space ； Variation Classroom ； Space Planning ； post-occupancy evaluation

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