Study on Space Use at Rural Schools Developing Feature Curriculum

• Main Authors: Hue-Yi Wang, 王惠儀
• Other Authors: Fang-Jye Shiue
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/32999032931088215759

碩士 === 國立宜蘭大學 === 建築與永續規劃研究所碩士班 === 100 === In the past few years rural schools in our country face the pressure of downsizing, closure, or merger due to social structure changes like low birth rate and urbanization. Smaller rural schools then seek transformation by developing feature curriculum using available local resources. Such schools have developed many patterns of space use that are adaptive to their respective local culture. In order to understand the rural schools’ planning for space use that may support feature curriculum, this Study has selected schools certified for their respective features as samples and conducted interview and field observation pertaining to their activities of feature curriculum. This Study unveils the status quo and concerns of transformation strategies, feature development pattern, and software/hardware planning among the selected rural schools, followed by analyzing the relations among their feature curriculum scheduling, space, and hardware. This Study has also proposed recommendations as reference for the competent authority. The conclusion drawn by this Study is stated in below: 1. Rural schools that face the threat of closure or merger should first understand their own advantages and traits. 2. The principals are the key persons in feature curriculum development and must aggressively develop resources and local connections for their schools. Meanwhile, the members of the schools as organizations play a critical role in developing feature curriculum. 3. Rural schools developing feature curriculum should seek for community support, external resource support, and project budget support to build up diversified offerings that allow students to experience more learning patterns. 4. Feature curriculum inspires students to learn; its learning space is not limited by time and location and its effectiveness of resource can be amplified with uses of strategic software/hardware. 5. These schools should give considerations in terms of their needs and capability for space/hardware arrangement. Consideration for teachers’ needs of teaching design should be given as well to teaching space. 6. Corridor space can be used as space divide to reduce interference with teaching and as learning corridor to assist teaching. 7. Teaching of feature curriculum needs purposefully designed path and methods; echelons should be arranged according to teaching scope, teachers, and class schedule. 8. Software planning depends on school capability and needs and should consider and be conducted according to teaching material, human resource allocation, teacher availability, and marketing effort.