社區總體營造中國民小學所扮演的角色∼以南投縣三個社區為例

國民小學是和社區最接近的學習場所，而社區又是學校學生的主要生活的範圍。學校擁有社區中相當的資源，而社區又擁有學校的學習資源，若能落實「學校社區化」、「社區學校化」，學校與社區將互蒙其利。本研究以南投縣的三個社區為例，將探討學校的相關活動及人員支持上對於社區總體營造推動上所造成的影響。最後則希望透過本研究之結果能提出建議，供社區在推行社區總體營造和國民小學互動時的參考。本研究有以下幾個研究目的：一、了解個案中的國民小學參與社區總體營造的情形；二、瞭解個案中國民小學之行政人員、老師及家長對社區總體營造的態度；三、分析社區總體營造和學校在活動的配合上所面臨的問題；四、瞭解學校相關資源的介入來加速社區總體營造的推動；五、歸納各項研究結果，提出相關的結論與建議；為了解以上幾個問題，研究者利用深度訪談法，對社區中實際執行及策劃各項計畫的社區總幹事或理事長以及學校中和社區互動較為密切的學校校長、主任進行訪談，希望透過實際的訪談結果了解到社區總體營造在推動的過程中實際和國民小學互動的情形是如何？由學校代表及社區代表的訪談中得到以下的結論：一、學校參與社區總體營造的情形來說，社區與學校都具有應該相互合作的理念，活動上的配合居多，互動的對象為社區理事長、總幹事和學校中的校長及主任居多。二、學校人員在參與社區總體營造活動之態度來說，對於假日必須參加社區活動確實會有困難，但學校都能由協調的方式來解決問題，並給予補假。學生非常樂於參加社區的活動。三、社區總體營造和學校相互配合的情形來說，互動情形都為正向，除了有因活動安排時間不恰當須協調外，學校都願意配合社區總體營造的活動，而社區方面也非常希望學校老師能加入社區總體營造的團隊。四、其他資源介入社區總體營造與學校來說，學校和社區都會經由雙方的人際關係來幫忙解決雙方的困難。五、學校資源的介入加速社區總體營造的推動方面，社區推動總體營造的過程中對於目前學校的配合上還算滿意，但若學校老師能夠對於社區的認識及人文的更加了解，便可讓社區活動及教學能更有意義。

關鍵字

南投縣；社區總體營造；學校社區化；社區學校化

並列摘要

Elementary school and community itself are the closest learning ground available. And the community is also the major living environment for students in school. School possesses considerable community resource in addition to community also owning learning resources for the school in return. Therefore if somehow “Rendering the school into community” and “Rendering community into school” can be implemented, then both the school and community can be beneficial to this arrangement. This research adopted three communities in Nantou County as study cases, and to explore the impacts onto promoting the integrated community construction through relevant school activities and personnel support. Lastly, we hope that through the findings of this research, proposals will be made as references for communities that are promoting Community Empowerment and Development, and the interactions between the communities and elementary schools. This research has the following research purposes: 1. Understand the participation of the integrated community construction by elementary schools under study; 2. Understand the attitudes of administration personnel, teachers and parents of elementary school under study towards the Community Empowerment and Development; 3. Analyze the coordination problems encountered between promoting the integrated community construction, and the school activities; 4. Understand the deployment of relevant resource in school so as to accelerate the promotion of the integrated community construction; 5. Summarize each and every research findings so as to propose relevant summarization and suggestion. In order to resolve the above mentioned problems, researchers applied in-depth interviewing skills and the interactions between community secretary-general or president of council who were actually responsible of executing and planning each project, in addition to school headmaster, directors who were closely interacting with the communities. And we hope that through actual interviewing findings, it is possible to understand the realities of interactions between the processes in promoting the integrated community construction and the elementary school. The following summations were from the interviews conducted on school and communities representatives: 1. As for the overall situations for schools participating in the integrated community construction, both the community and school possess needed concepts and values in cooperation with the end results that were predominantly accommodating each others. And the interactive subjects were primarily community president of council, secretary-general and headmasters and directors in schools. 2. The attitudes for school personnel participating in activities of the integrated community construction did display some difficulties in the specific dates of participation like holidays or weekends. Nevertheless, the school could resolve these problems through coordination efforts and granting day-offs to those did participate during holidays and weekends. However the students involved were extremely positive about participating in community activities. 3. As for the situation of coordination between the integrated community construction with schools, all interactions showed positive indications except a few activities that were not scheduled appropriately and needing further coordination efforts. Schools were willing to accommodate the the integrated community construction activities, and on the other hand, the communities were extremely welcoming the participation from school teachers as members for community empowerment and development. 4. As for subjects like other resources injecting into the integrated community construction versus the schools, human relationship helps from both the school and community were solicited to resolve difficulties faced by both parties. 5. The intervening of school resource would accelerate the promotion efforts for community empowerment and development. In the process of promoting the integrated community construction, current school’s accommodation was rated satisfactory. Still, if school teachers can be more understanding about the community recognition in addition to human culture, it would be more significant and beneficial to the community activities and teaching efforts.