探討開放式國小校園之規劃與用後評估-以象設計集團所規劃之土牛國小、水尾國小、中科國小為例

Study of open school planning and the opinions of school users in elementary school - take the schools - Tu-Neo, Shueiwei and Chung-Ker Elementary school - designed by zo for examples

陳宥年(Yu-Nien Chen)

指導教授 ： 楊紹裘

國立臺灣師範大學/科技學院/工業教育學系/碩士(2008年)

摘要

民國八十八年九二一大地震，臺灣中部多所校園震毀，由校方人員與建築師、社區人士等重要人員共同組成的重建團隊，在當年新校園運動提倡開放教育理念重新規劃下，各校在九十年完工啟用，其中土牛國小、水尾國小與中科國小三校與日本之象設計集團合作，悉知日本自1985年引入開放教育理念，實施至今已二十年有餘，故以這三個案例作為開放式校園空間的研究對象，將較具指標性與前瞻性。
本研究以開放教育理念探討象設計集團所設計之國小校園其規劃原則與空間需求，以文獻歸納開放教育之理念、開放空間定義、種類與型態、開放教育實施之教學活動與教學空間、班群設置型態，並歸納開放式校園空間規劃原則。
以文獻調查資料為基礎，對研究案例之校園空間作分析，並以直接觀察方法親身體驗校園空間，觀察師生使用狀況，提出觀察之使用問題，加上焦點訪談方法，訪問學校老師，輔以問卷調查方法獲得學生對校園空間的使用頻率與社區居民對校園之運用，最終再以參與此三校規劃之建築師為訪談對象，提出校方之問題與意見，共同討論，作為開放式校園空間規劃的檢討與回饋。
對開放式校園的規劃護得以下五方面的原則：
(一) 校地規劃原則方面
(二) 開放空間規劃原則方面
(三) 教室空間規劃原則方面
(四) 社區資源引入原則方面
(五) 設備考量原則方面

關鍵字

開放教育 ； 開放式校園 ； 校園規劃 ； 開放空間 ； 用後評估

並列摘要

The big earthquake at September 21 in 1999, many campuses were destroyed at middle Taiwan, there were reconstruction teams organized by school staffs, architects, the community public figures and so on, it made great efforts to reconstructed the project from beginning to end, various schools finished in 2001 and began using, in which three campuses were cooperated with Japan design company ----zo, knows Japan had promoted the open education idea almost 20 years, therefore take these three campus as the research cases, should have representing and perspective.

This research discussed by the open education idea, the documents include the open education ideas, the definition, type and the state of open space, teaching activity, the teaching space state and the clustered classroom state, as well as the space planning and designing principles in open schools.

Take these literatures as a foundation to analysis the space of campus in these study cases, using the research method of non-participant observation, researcher had to experience the campus space, inspected the teacher and student behavior to propose using questions, and used interview method to visit school teachers and auxiliary obtained the campus space using and utilization frequency of students and the community inhabitants by the questionnaire survey method. Finally took the architect who has participated in these cases as the interview object, proposed questions and opinions of school authorities to discuss, take conclusion to be the review and the feedback of the campus space planning.

The following five respects should be taken into consideration when open campuses are being designed:

1. Respect of the school ground planning principles.
2. Respect of Open space planning principles.
3. Respect of the classroom setting principles.
4. Respect of the injecting social resources principles.
5. Respect of equipment consider principles.

並列關鍵字

Open education ； open school ； school planning ； common space ； Post-Occupancy Evaluation

參考文獻

Nagakura, Yasuhiko, Moronuki, ＆ Mikio(1986). How the architectural research isused in educational facilities and design in Japan. Phase Π. (ERIC DocumentReproduction Service NO. ED294318)﹒

Walberg, Herbert, J and Susan Christie Thoman(1975). An Analysis of American And British Open Education. In Bermard Spodek & Herbert J. Walberg (eds.) Studies in Open Education. New York: Agathon.

American Association of School Administrators. (1971). Open space school.Washington：American Association of School Administrators.

Hart, R. A. 1987.Children’s participation in planning and design. In C. S. Weinstein, & T. G. David(Eds.), Spaces for children (pp.217-239). New York:Plenum Press.

國內著作