隨著台灣生育率的逐年下降,各校間的競爭更為激烈,除了師資上的精進以外,校園軟硬體設備的強化也需要有更嚴密的計畫。新世代學生不再是孤軍奮戰的學習,進而講究的是團體學習的互動。自學空間指的是一個結合實體與虛擬空間設備,強調動態資訊服務、資訊流通與互動學習的共享空間。 學校重視學生的程度,可以從「自學空間」的規劃完整性看出端倪,而自學空間的成功與否也成為各校招收學生的要素之一。因此站在學生主體需求去重新全盤性的思考規劃是本研究的目的。 本研究以探討學生自學空間、校園空間、空間多元家具為主,透過相關案例的探討與調查,初步彙整出學生自學空間模式語彙,可提供校園學生自學空間規劃者在設計時的參考。使其能提出較具完整性、統一性的環境規劃。並且讓自學空間規畫在各學校將來的應用整理出一個可循的索引,使其能達到提升學生競爭力,創造校園新亮點的目標。
With the decrease of birth rate in Taiwan, the competitions between universities become obvious. Not only do they need to improve the quality of faculty, but the improvement of facilities on campus requires even thorough planning. Students of new generation don’t just study on their own anymore, but involve more in the interactions in group learning. A learning common indicates a shared space incorporating physical and virtual facilities, emphasizing on real-time information service, information circulation and interactive learning. The completeness of planning the learning common can be deemed as how much the school values the students, so the success of it is also key to recruit students. Hence, the goal of this study is to rethink the completeness of planning the learning common from the view of the student body. This study will focus on the student learning development center, spaces on campus, and dual-function furniture. Through case studies, we provide references for thorough and systematic environmental planning of learning common in future applications of schools. By doing so, the goals of increasing the competitiveness of students and creating a highlight on campus are to be desired.
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