社區做為大教室 －民生社區國小戶外教學空間模式之研究－

Community as Classroom -The Research of Outdoor Educational Space Patterns of Elementary Schools in the Min-Sheng Community

賴昭樺(Chao-Hua Lai)

指導教授 ： 胡寶林

中原大學/設計學院/室內設計研究所/碩士(2004年)

https://doi.org/10.6840/cycu200400059

摘要

本研究是以空間在教育中所扮演的角色為起點，並以生態學人文生態鏈中的「共生」概念來探討教育改革、學校空間、社區環境與知識體系間之關聯性。本研究首先對「學校」的功能提出質疑，並討論學校與社會變遷、社區環境、相關教育理念三者間的對應關係作一比較與分析。此外，並針對教育理念、校園環境及教學制度作一比較與分析，藉此探討將教學空間從教室延伸至校園，由校園延伸至生活世界中的可行性。
本研究進行可區分為三階段進行，第一階段，為相關文獻回顧與分析，主要是探討學校與社區教學資源應如何整合，以達到資源共生的理念，研究過程中分別提出人力資源的共生、校園空間的共生、社區學校化、學校社區化等議題作一探討，並藉此步驟確立本研究後續發展方向。本研究將以「社區學校化」的概念來探討教學過程中應如何善用社區中的空間資源及校園戶外空間作為學習場所為主軸，並藉以民生社區及社區中的五所國小（民生、民族、民權、三民、健康）為調查對象，並對五所國小的教師所進行「教學活動融入戶外空間」之問卷調查，以對目前教師之教學內容與活動場所做一瞭解，藉此瞭解戶外學習空間的使用狀況以作為研究基礎；第二階段，為戶外學習空間之觀察與分析，此階段主要區分為兩部分，第一部份為社區中可做為教學資源之空間環境，以台北市民生社區為例，第二部分為校園戶外空間中可作為教學資源之空間環境，並以社區中五所國小的校園戶外空間為例；第三階段，則將依據前兩階段的調查與分析，歸納整理出可廣泛運用的戶外學習空間模式，藉此讓其他的社區與學校建構出多元的戶外學習環境，以達到「社區做為大教室」的目的。
藉由對戶外學習空間資源概念的釐清後，將可成為日後社區及校園在進行空間改造時之參考，並可將教學資源共生觀的概念運用於九年一貫課程建構中所強調之「生活化的學習」，讓學習者能直接進入生活環境來探索知識，培養其批判、反省、思考、觀察、合作學習的能力，讓教學空間由傳統的教室延伸至生活世界中，以達到人文生態的共生觀。

關鍵字

共生 ； 民生社區國小 ； 社區做為大教室 ； 社區學校化 ； 戶外學習空間模式

並列摘要

This research is going to discuss the associations between educational revolution, school space, community environment and the knowledge system, based on the role that “space” plays in education, and also under the concept of “symbiosis” in the cultural-eco chain of ecology. We are going to challenge the functions of “school”, and then discuss, compare and analyze the relationships between schools and society changes, community environment and relative educational ideas. Besides, we are going to compare and analyze the educational ideas, campus environment and teaching systems; furthermore, to discuss the possibilities of extending the teaching space to the campus, or even extend it from the campus to the real world.

This research is divided to three sections. The first section is reference review and analysis and mainly focused on how to integrate the teaching resources of the schools and the communities, in order to realize the idea of resources symbiosis. In the research, we are going to discuss symbiosis of human resources, the symbiosis of school space, the school-community liaison and the community school. By doing so, we can confirm the developing direction of the research after the fact. This research is going to discuss how to make good use of the space resources in the community and outdoor campus space as learning places under the concept of “school-community liaison”. The research targets are the five elementary schools of Minsheng District (Min-Sheng, Min-Zu, Min-Quan, San-Mi, Jian-Kang). We also designed a questionnaire of “integrating teaching activities with outdoor space” for the teachers in the five elementary schools, in order to understand the present situation of teaching content and activity areas. This information of outdoor learning space can be contributed as a research foundation. The second section is observation and analysis of outdoor learning space. This section is divided to two parts. The first part discusses the available space in the community that can be used as teaching resource, taking Minsheng District in Taipei as an example. The second part discusses the available outdoor space on campus that can be used as a teaching resource, taking the outdoor space on campus from the five elementary schools in the community as examples. The third section is going to generalize a widely-used outdoor learning space pattern, based on the investigations and analysis made in the first and second sections. By doing so, we can help other communities and schools to build up a variety of outdoor learning environment, in order to reach the goal of a “community as classroom”

The interpretation of symbiotic relationship can become the reference of reconstruction of related education and district spaces. We can also apply the concept of symbiotic relationship of teaching resources to the construction of Nine-year Integration of Curriculum. The main idea of education reformation is “life learning”. Emphasize that the learner must enter living environment to discuss knowledge and stress dialectic thinking, keen observation, self examination, thinking, cooperative learning and direct experience. Extend teaching spaces from traditional classrooms to life world and achieve the cultural ecosystem mutualism.

並列關鍵字

elementary schools of Mingsheng District ； community as classroom ； Symbiosis ； school-community liaison ； outdoor learning spaces patterns

參考文獻

樓琦庭（1996），「開放式學校」空間規劃設計準則之研究—以實施開放教育之學校為例，

壢：2002中原大學室內設計學術研討會論文集，249-260。

中華民國社區教育學會主編（1996），社區學校化，台北：心理。

教育部（2001d），國民中小學九年一貫課程暫行綱要：社會學習領域，台北：教育部。

張世忠（2001），九年一貫課程與教學，台北：五南。