國民小學學區劃分之研究–以台中市為例

A Study on Elementary School Districts Layout – Using Taichung City as An Example

周宜庭(Yi-Ting Chou)

指導教授 ： 沈永堂

朝陽科技大學/設計學院/建築及都市設計研究所/碩士(2010年)

摘要

我國國民中小學學區制度已實行多年，學區制度已成為各國國民教育普遍實施的一種制度，國民小學屬於國民義務教育的重要基礎，具有強制性和普遍性，更突顯學區劃分的重要，也關係到學童的權益和通學距離。目前將學區與空間分析結合之研究尚不多見，因此，本研究冀望透過空間分析技術來探討學區劃分。
　　本研究嘗試使用地理資訊系統（GIS）結合凡諾依圖形分析法（Voronoi Diagram）來劃分國民小學學區界線範圍，其主要考量為學校與學齡兒童的最短通學距離，然後，以此劃分結果與台中市95學年度國民小學學區界線範圍進行比較分析，再以各學校與鄰近學校之間的直線距離，考量學校容納量（指各該校容納新生入學的總數量）改變凡諾依圖形分析法的學區界線範圍，產生競爭型凡諾依圖形分析法的學區界線範圍。本研究分成兩種類型進行調整：第一種類型－由各個起始點開始調整，但沒有固定的順序或方向性；第二種類型－設定學區界線範圍與學校中心點不得少於200公尺之距離條件，都以順時針方向進行調整。這兩種類型中有三種共同的起始點分別為：1.由北屯區的光正國小學校開始進行學區調整；2.由市中心的中教附小學校開始進行學區調整；3.由競爭型凡諾依圖形分析法國小學區地址點（戶）與95學年度國小學區界線範圍內的地址點為差異最大的文心國小進行學區調整。
研究結果發現由第二種類型的方法六所調整的學區，調整後各學校學區界線範圍與95學年度各校學區界線範圍內的地址點與面積大小進行比較，結果顯示地址點差異在正負500戶（合理範圍）以外的學校為三所；以面積來看除了光正國小與逢甲國小差異較大之外，其他都在正負2.5平方公里以內，亦顯示此種方法為本研究的最佳方法，本研究成果可提供教育單位最為劃分學區之參考。

關鍵字

國民小學 ； 學區劃分 ； 競爭型凡諾依圖形分析法 ； 地理資訊系統 ； 凡諾依圖形分析法 ； 學校容納量

並列摘要

Our nationwide school-district policy for primary education has been in place for years. Having been enforced throughout the world, the school-district system is deemed essential for the implementation of compulsory education, which, being obligatory and universal, highlights the influence of school-district practice on students’ rights and the distance to school. Since the studies on the spatial analysis of the school district are rare by now, such method will be applied to discuss the school-district zoning in this thesis.

This study attempts to combine Geographic Information System (GIS) with the Voronoi Diagram to define the borders of primary school districts. Focusing on the minimum distance to the school for its respective students, such borders of districts are compared to the Taichung city’s common primary school district scheme in academic year 2006 for analysis. Moreover, the linear distance between schools will be taken into consideration along with schools’ capacity (i.e. the total number of students to be enrolled at each school) to modify the borders of school districts by Voronoi Diagram, and hence the competitive data are obtained. The modification in this study is conducted by: Type 1 – modifying from the starting point without a given order or direction; Type 2 – setting a minimum of 200 meters required for the distance between the borders of school districts to the central points of schools in clockwise direction. Three common starting points for these two types are: 1. Guang-Zheng Elementary School in Beitun district; 2. Affiliated Experimental Elementary School of National Taichung University in the city center; 3. Wun Sin Elementary School, of which the address (household) in competitive Voronoi Diagram exhibits the greatest deviation from that in the primary school district scheme in academic year 2006.

In conclusion, for 6 school districts subjected to modification in Type 2, the comparison between the address & area of each modified school district and those in the primary school district scheme in academic year 2006 suggests that 3 schools’ addresses indicate differences of over +/- 500 households (under reasonable range). On the other hand, all school districts, except for Guang-Zheng Elementary School and Fong Jia Elementary School, own the area of within +/-2.5 km2. As a result, the second method is the optimum way to classify school districts and therefore the study result may serve as reference for school-district zoning for the competent education authority.

並列關鍵字

School-district zoning ； Competitive Voronoi Diagram Analysis ； Primary school ； Geographic Information System (GIS) ； School capacity ； Voronoi Diagram Analysis (Voronoi Diagram)

參考文獻

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in Educational Resources and Student Outcomes〞Economics of Education

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