| Summary: | 碩士 === 國立屏東科技大學 === 熱帶農業暨國際合作系所 === 97 === In Taiwan’s urban planning, schools are only second to roads in terms of the proportion of areas reserved for public facilities. On this small but densely-populated island, school campuses are very precious resources of the society. In the traditional design of a school campus, “campus security” and “convenience of maintenance and management” were usually highly emphasized. High cement walls or brick walls would be built to separate the campus from its local community. However, such design would also make the school unfriendly and alienated. An intangible gap between the school and the community would be formed, hampering the utilization of space. To increase school campuses’ integration into and interaction with local communities and also make the campuses as gardens of local communities, using terrain gap, penetration of wall and greening techniques to build friendly fencing has become an indispensable element of new campuses or green campuses.
In this study, documentary analysis, questionnaire survey, and interviews were adopted. This study was aimed to: (1) investigate the impact of applying friendly fencing on the design of campus environment; (2) analyze perceptions of building friendly fencing among school staff, students, community members, and parents; (3) provide information on building community-friendly fencing based the finding of present research.
In data analysis, data collected from the questionnaire were analyzed using descriptive statistics, independent-sample t-test, and one-way analysis of variance (ANOVA). Data collected from interviews were recorded in descriptions. Major findings were as the followings:
1. For the concept of friendly fencing, “community integration” and “functionality” were statistically significant (ps<.05): In the aspect of “community integration”, the mean of community members (M=3.88) was significantly higher than that of school staff (M=3.58); in the aspect of “functionality”, the mean of community members (M=3.71) was significantly higher than that of school staff (M=3.43).
2. Regarding to friendly-fencing facilities, staff, community members and parents of the sampled schools showed significantly different perceptions in five aspects (ps<.05), including “community integration”, “functionality”, “security”, “design and construction quality”, and “sustainability”. In the aspect of “security”, the mean of community members and parents (M=3.18) was significantly higher than that of school staff (M=2.88); in the aspect of “design and construction quality”, the mean of community members and parents (M=3.78) was significantly higher than that of school staff (M=3.46); in the aspect of “sustainability”, the mean of community members and parents (M=3.83) was significantly higher than that of school staff (M=3.82).
3. For the design of friendly fencing, most of the school staff, community members and parents considered “green fencing” as the most appropriate. Nearly half of them showed little knowledges of plant that used for green fencing. However, among those who allow chose a type of plant for fencing, most of them selected “Rhododendron”.
4. The results of interviews showed that most of the respondents had a positive impression on establishing friendly fencing. Campus security and facility maintenance, were not significantly effected after the reconstruction of fencing. They had more inconsistent opinions on the design and quality of construction.
5. Overall, school staff, students, community members, and parents all believed that rebuilding school fencing was beneficial to community integration, campus beautification, and campus greening. Moreover, it could also increase the space for leisure activities and their intention to join school activities. As to campus security, research results showed that it was not a major concern. In general, they held a positive impression on friendly fencing.
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