國民小學學校建築美學之研究

• Main Authors: 萬新知, Wan,Hsin-Chin
• Language: 中文
• Published: 國立政治大學
• Subjects: 學校建築美學; 建築美學; 學校建築; aesthetics of school buildings; school buildings
• Online Access: http://thesis.lib.nccu.edu.tw/cgi-bin/cdrfb3/gsweb.cgi?o=dstdcdr&i=sid=%22G0921525101%22.

　　本研究主要目的為（一）從學校建築規畫的角度，分析國民小學學校建築美學內涵；（二）依據國民小學學校建築美學內涵，建立美學指標與理論模式；（三）了解近十年新設(建)國民小學在學校建築美學的現況；（四）提出相關建議。 　　本研究採文件分析法、個案研究法及問卷調查法等三種方法，以近十年（1999~2008）新設或新建之國民小學為研究對象。本研究透過文獻探討分析學校建築美學的內涵，並分析「國民中小學設備基準」對學校建築美學的影響；個案研究係針對宜蘭縣南屏國小、新竹市陽光國小、南投縣潭南國小、臺南市億載國小及臺南縣紅瓦厝國小等五所學校進行學校文件、訪談資料分析及現場觀察。本研究依據文獻探討與個案研究分析之結果，建立國民小學學校建築美學指標與理論模式，並編製「國民小學學校建築美學調查問卷」進行問卷調查。有效問卷資料計262份(回收率92%、可用率87%），以t考驗、單因子變異數分析、薛費法及結構方程模式等方法進行分析。 　　本研究獲得以下結論： 一、國民小學學校建築美學主要含括意象美學、具象美學和動象美學三大內涵。二、學校建築發展趨勢、規畫理念、學區人文風土與建築師設計風格為影響學校建築美學之相關因素。三、「國民小學學校建築美學理論模式」含三向度、九分向度及二十七項指標。四、意象、具象和動象美學對學校建築美學具有直接效果，以具象美學之預測效果最好。五、「兒童意象美」、「形式具象美」和「學習動象美」為學校建築美學的主要特質。六、近十年新設(建)國民小學在學校建築美學的整體表現，獲中高程度的肯定。七、近十年新設(建)國民小學在學校建築美學的表現，以「意象美學」及「具象美學」的表現較佳。八、近十年新設(建)國民小學在各美學向度中，分別以「開放意象美」、「形式具象美」及「社群動象美」表現最佳。九、近十年新設(建)學校表現最佳的指標為「學校親切宜人的尺度，令人感到溫馨可親之美」與「學校新穎創意的造型，令人感到風格獨特之美」。十、近十年新設(建)學校在「學校的人文風土元素，令人感到鄉土文化之美」的指標表現最弱。十一、「市區」學校在學校建築美學的表現優於「鄉鎮」學校。 本研究針對學校建築美學議題、學校建築規畫人員、學校建築主管機關提出建議如下： 一、對學校建築美學議題之建議 （一）學校建築美學應從學校建築本質思考。 （二）國民小學學校建築可循意象、具象及動象之脈絡掌握美學內涵。 （三）學校建築美學應與時俱進，掌握時代性議題。 二、對學校建築規畫人員之建議 （一）掌握學校建築美學之影響因素，發展學校建築特色。 （二）參考國民小學學校建築美學指標、模式，做為學校建築規畫之基礎。 （三）學校建築美學應著重具象美學的規畫設計。 （四）以兒童意象美、形式具象美及學習動象美的規畫設計突顯學校建築之美。 （五）學校建築應重視人文風土元素的規畫，在建築風格與文化教育二方面傳承在地文化。 （六）鄉鎮學校對學校建築美學的規畫宜更積極。 三、對學校建築主管機關之建議 （一）學校建築美學議題納入校園整體規畫相關規定。 （二）推廣學校建築美學議題，建立學校行政人員的美學素養。 （三）於「國民中小學設備基準」中提示學校建築美學原則，俾對學校建築美學產生積極影響。 === The purpose of this study is to explore the concept of aesthetics in elementary school buildings, and to develop the indicators and theoretical models for school buildings for reference in the building of future schools. This study adopted literature analysis, case studies, and surveys as research methods. First, this study started with the literature review and used five schools’ buildings as case studies. Based on the results of these five cases and literature review, the indicators for the aesthetics of school buildings were established. Then, opinions of teachers and school principals from new schools in the past ten years were collected through questionnaires. The Structural Equation Modeling ( SEM ) method was adopted to conduct the Confirmatory Factor Analysis for the purpose of analyzing the fitness of the theoretical model, and the current conditions of aesthetics of new school buildings. The major findings are as follows: 1. The contents of the aesthetics of elementary schools include symbolic forms of aesthetics, embodiment forms of aesthetics and dynamic forms of aesthetics. (1) The symbolic forms of aesthetics include children’s symbolic forms, educational symbolic forms, and open symbolic forms. (2) The embodiment forms of aesthetics include shape, spatial, and visual forms. (3) The dynamic forms of aesthetics include learning dynamic forms, community dynamic forms, and physical dynamic forms. Based on the contents mentioned above, the aesthetical model for school buildings is developed, including three dimension, nine sub-dimension, and twenty-seven indicators. 2. Among these three forms of aesthetics, embodiment forms of aesthetics influence the aesthetics of school buildings. Children’s symbolic forms, shape forms, and learning dynamic forms also constitute a major part of the aesthetics of school buildings. 3. Over the last ten years, new school buildings have received high-middle degree of recognition in overall performance. Among them, the symbolic forms and embodiment forms are the best. 4. Over the last ten years, the new school buildings performed better in terms of the open symbolic forms, shape embodiment forms and community dynamic forms. Suggestions made by this study are as follows: 1. The aesthetics of school buildings should be considered from the angle of their definition and nature. 2. The aesthetics of school buildings should keep up with the times, and reflect current issues. 3. The aesthetics of school buildings should put an emphasis on the planning of embodiment aesthetic forms. 4. In designing and planning school buildings, children’s symbolic forms, shape embodiment forms and learning dynamic forms should be seriously taken into consideration to exhibit the aesthetics of school buildings. 5. The authorities concerned should incorporate the aesthetics of school buildings into the related stipulation of school buildings, and also, provide school staff with the related curricula to promote their understanding of the aesthetics of school buildings.