Teachers’ Perceptive Preference and Satisfaction forCampus Public Art’s Space Planning-A Case Study on Five Elementary Schools in Taipei City

• Main Authors: Chung,Chiahsin, 鍾佳欣
• Other Authors: Hsu,Chaosheng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/51887729306183468195

碩士 === 國立臺北教育大學 === 國民教育學系碩士班 === 99 === School environment affects teachers’ teaching and students’ learning. Campus environment with high quality has an influence on education imperceptibly. Therefore, positive environment perception should be increased by the campus space planning. Campus public arts’ space planning in elementary schools should not only display pieces of arts, but also coordinates with the entire environment. Therefore, significance and tasks should be given to the role of campus public arts’ space planning. The present study is a case study on five elementary schools in Taipei city. Based on the theory of perceptive preference, teachers’ perceptive preference and satisfaction for the campus public arts’ planning are analyzed. Subjects in the present study are teachers from five elementary schools in Taipei City, and being interviewed by questionnaires. We intend to understand whether or not elementary schools teachers are satisfied with campus public arts’ space planning by conducting the method of importance-performance analysis (IPA), and to offer a solution for improving the campus public arts’ planning in the future. The results are as follows. First, the consciousness factor of “space facilities design” attracts most attention. Second, the perceptive preference has no variations between teachers from different specialized fields. Third, the satisfaction has variations between teachers from different specialized fields. Finally, from the view of perceptive preference and satisfaction, the difference of “natural planning design” between teachers is the maximum, while the difference of “participance and activity” between teachers is the minimal.