「代河模式」的浮現：以實踐教學基地作為鄉村發展策略

本研究聚焦國際高校聯盟在四川雅安代河村的鄉村規劃實習課程，以行動研究方法梳理高校團隊的實踐成果與空間營造歷程，從中探討另類的鄉村規劃路徑如何在師生們的價值磨合及其與鄉村社會的互動中浮現，最終指明以實踐教學基地作為鄉村發展策略的可能性。在2016年至2018年間，包括臺灣大學建築與城鄉研究所在內的規劃相關系所師生，每年暑期皆在四川大學建築與環境學院的邀集下，共赴代河開展密集的鄉村規劃教學與實作。於2016年夏季，首批進村的高校師生以實驗性的「村客松」教學方法開始探索當地，過程中意外發掘了村裡荒廢多年的水磨坊，也引發了由當地居民共同參與的空間修復歷程。隔年，高校團隊在修復後的水磨坊揭牌成立「代河實踐教學基地」，而學員們也在新一年的實習課程中，提出了充滿情懷但未能實現的「青菁社」青創方案；與此同時，高校的實踐引動了代河當地青年對於發展的想像，村裡開啟了新一輪的農家樂興建潮，從中也表明高校進村所真正留下的並非各式規劃藍圖，而是其存在本身所轉動的想像與帶來的經濟效益。到了2018年，高校團隊總結先前經驗，決定不再執著於實體空間的規劃與營造，並進一步嘗試在教學過程中導入社會設計概念，師生們因此借助設計思考方法而真正看見鄉村社會的需求，最終得以在鄉村振興的大潮中，產出感動人心的設計成果，以小而實際的行動方案回應鄉村發展課題。研究指出，三年間的規劃與教學方法更迭，實際上是多元背景的團隊與代河當地不斷互動的結果，其隱含的是規劃教育逐漸走出實體空間營造之框限的歷程，並指向了以社會設計為核心的鄉村規劃路徑。基於此，本研究進一步歸納「代河模式」，其富含模式語彙特質的操作指引源於三年的實踐教學經驗，亦可構成鄉村發展策略，期望能藉此對高校進村與當代鄉村規劃有所借鑒意義。

關鍵字

規劃教育；鄉村規劃；基地教學；社會設計；中國鄉村；鄉村振興；地方本位教育

並列摘要

This research focuses on a case of rural studio education run by an international intercollegiate network in Daihe Village, Ya’an, Sichuan, based on the action research towards the process of the space construction and the achievements of college students. The study explores how the alternative rural planning path emerges from the interaction between college students and the rural society as well as the encountering of different values, and also attempts to point out the possibility of regarding studio education as a method for rural revitalization. From 2016 to 2018, teachers and students of planning departments from different colleges, including Graduate Institute of Building and Planning of National Taiwan University, were invited by College of Architecture and Environment of Sichuan University every summer to go to Daihe village to run the intensive rural planning practical class. In the summer of 2016, the first batch of students who entered the village began to explore the local area with the experimental teaching method of “Transkathon”. During the fieldwork, they noticed the abandoned water mill in the village, and then triggered a space restoration process with the participation of local residents. The following year, teachers established “Daihe Studio” in the restored water mill, and then students put forward the entrepreneurship plan of “Qingjing Club” which is full of passion but eventually not realized. At the same time, the enter of college students encouraged villagers’ longing for local business so that some locals started constructing staying places for rural tourism, which shows that what the college team really leave behind are not the spatial planning blueprints, but their existence in the village that aroused the expectations for rural development and the economic benefits they brought about. By 2018, the team learned from previous experience and introduced the concept of social design with the implementation of design thinking process which abled students to meet the daily needs of rural residents. Therefore, in the contemporary trend of rural revitalization, college students delivered the touching presentation at the end of the class since they truly responded to rural development issues with the small but practical actions. This case study reveals that the transition of planning and teaching methods within the three years is actually the result of the continuous interaction between diverse college team members and Daihe village. What it implies is the process of planning education gradually stepping out from the box of physical space building and adopting the concept of social design on the way of conducting rural planning. Thus, the research further summarizes the “Daihe Pattern” that extracts from the three years’ experience of studio education, in which the operational guidelines are abound in characteristic pattern language that can constitute the method for rural revitalization, and hopes this may benefit colleges’ participation in the development of rural community as well as the progress of rural planning.