教學空間之認同感與領域感研究

邱淑宜(Chiou Shuyi)

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(2004年)

摘要

本文主要探討學生使用教學空間之認同感與領域感，「領域性」是指由個體、群體或其他社群（social group）單位所知覺到的物理空間的所有權為基礎，所發展的一組行為與認知；「認同感」對應在領域上，可提供個人表達認同，並防止攻擊行為，促進個人歸屬於內團體，經由使用與標記行為，強化認同的產生，進而與領域性相互影響。本文以量化研究方式，針對台北市五所公立工科高職學校學生，進行問卷調查，並輔以質化研究方式，隨機抽樣訪談學生的看法，經由量與質的結果分析，瞭解學生使用教學空間的現況與期待，並得到以下結論：
1.增進校園空間特色，有助於提升學生對校園空間的認同感。
2.教室非屬次級領域，應盡量避免有共用班級教室的情形。如以科為單位安排教室，有助於該科認同感的產生。
3.學生認為跑班產生共用教室時，使用後應維持教室原狀，並避免留下垃圾，及翻動私人物品，減少領域侵犯及使用衝突的發生。
4.教室內的佈置應該隨時變化，並開放學生佈置屬於自己的東西，使學生更能融入班級生活。
5.教室外的走廊是班級教室的領域延伸，在佈置後能增強領域感與認同感。
6.學生最關切座位上的私人所有物被侵犯，開放學生裝飾自己的座位有助於增加認同感與領域感。
7.學生認為設置置物櫃有其必要性，並以設置在班級教室內的專屬置物櫃為優。
最後，希望本文對於教學空間領域感與認同感的初探，能提供其他研究者使用，或是教育工作者瞭解學生行為的另一個向度。

關鍵字

教學空間 ； 認同感 ； 領域 ； 領域性

並列摘要

This article mainly discusses the students’ acceptance and domain feeling to the use of teaching space, "The territoriality " is basic to the development of the groups’ behavior and recognizes importance of the environment on the individual, the community or other society groups. "The acceptance" of the environment, in providing for individual expression, may prevent the incidence of violence, promote a sense of individual ownership within the group and in this way, the improve behavior and the feeling of belonging, thus further improving the teaching environment. This article uses the result of research by the students from Taipei’s five public vocation schools, the results of a questionnaire survey, auxiliary research, and a random sampling of student’s opinion, By quantifying and bench marking the result, an understanding is gained of the present situation and the expectations of the students in the use of the teaching environment, is gained. The following conclusion are made:
１.Enhancing the characteristic of campus space is helpful to promote acceptance by students of the campus space.
２.The classroom should not be classified as a secondary domain and measures should be taken to avoid this situation by integrating the environment of the class and grade classroom. For example, by taking the aspects of field of study as a theme for the classroom arrangement can help to engender an understanding and feel towards the field of study.
３.The students believe that the shared-classroom necessitated by a different course should be reinstated back to the original condition. This may be achieved by avoiding leaving trash and other personal goods, reduce the occurrence of the change of layout to the environment and minimizing damage.
４.The following aspects enable the student to absorb themselves to into the class and grade life: Inside classroom make decoration changes as necessary, allowing students to define the environment that best suit themselves.
５.The outside corridor is the extension area of classroom, the domain feeling and acceptance can be strengthened after the decoration arrangement.
６.On the students preferred seat allow the introduction of personal belongings, letting students decorate their own seating areas can improve their acceptance and the domain feeling.
７.The students believe that the location of their cabinet is important, and it is better to have their personal cabinet in their own classroom.
Key word: Teaching space, acceptance, domain, and domain feeling.

參考文獻

謝憲一(民88)：從領域觀點探討特殊教育學校開放空間之研究—以國立桃園啟智學校為例。中原大學室內設計學系碩士學位論文。

林素卿 (民89)：班級經營問題及突破。技術及職業教育雙月刊，第 59 期，38-40頁。

鍾明靜(民92)：水圳空間的領域權研究—以嘉南大圳灌溉區為主。中原大學建築研究所碩士學位論文。

袁筱媛 (民93)：學生宿舍中之領域權與私密性之相關行為研究—以中原大學良善宿舍為例。中原大學室內設計學系碩士學位論文。

Bronfenberner U.（1960）：Freudian theories of identification and their derivatives ，U.S.A。