國小普通教室間規劃使用效能之研究

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Title:	國小普通教室間規劃使用效能之研究
Other Titles:	A study on the efficiency of room planning for elementary school common classroom
Authors:	張碧嬌 Chang, Pi-chiao
Contributors:	環境與藝術研究所薛方杰;魏光莒 Fang-jye Shiue;Kuan-chu Wei
Keywords:	普通教室空間規劃;國民小學普通教室;使用效能 Room Planning for Common Classroom;the Efficiency of Room;Elementary School Common Classroom
Date:	2005
Issue Date:	2015-08-04 15:59:18 (UTC+8)
Abstract:	社會在進步、教育也必須配合時代進行改革，學校與教室中的「教」與「學」也呈現出不同的型態，為能配合新課程新觀念，學習空間型態也隨之轉變。但學校建築一般使用年限長，教室空間無法於短時間內隨機改變，卻又必須面對多元課程、教育政策及教育理念等之需求，此時僅能藉由各班教師依自己的能力及經驗，配合多元課程及實際需求發揮巧思及創意，進行教室空間的調整與配置規劃。然而，在一般教師對空間規劃能力有限的情況下，是否能善用空間資源並施以妥善規劃，創造出良好的學習環境？而實際規劃結果及運用狀況是否完善？使用者之真實感受如何？這些議題均亟待釐清。　　　因此，本研究旨在瞭解目前三年級普通教室空間規劃之現況，並探討使用者對普通教室空間配置之需求，進而改善教室空間之使用效能與情境感知，俾作為未來普通教室空間規劃改善及調整教室空間配置之參考。為達此研究之目的，本研究運用文獻分析、資料調查、觀察記錄及深入訪談等研究方法，並選取嘉義市蘭潭國小三年級三個班級共九十九名學生及三名導師作為研究對象，進行深度訪談探究與分析，進而再從中選取一個班級施以實務規劃實驗，以評估與驗證研究成果之可行性並提出建議，以供教師及相關單位在進行普通教室空間使用及規劃時之參考。本研究之重要結論如下：一、為配合目前之國民小學教育理念，普通教室應儘量具備自給式之功能，教室應至少具備教學區、學習角、教師作業區及生活教育區等四大單元空間。而三年級教學區的座位編排方式以雙人並桌式或小組座位式為佳；而學習角的規劃則以視聽角、資訊角、閱讀角、遊戲角和展示角等五部分為主要需求。二、透過本研究發現，學生需求與教師想像仍具有部分差異，因此，教師在進行教室空間規劃時應多參考學生的意見、需求及使用感受，做好雙向溝通，方可規劃出更符合使用者使用之教室空間，提升學習環境之品質。三、在有限之教室空間進行規劃時，為能充分提供使用者多元需要，應對空間加以整合，並特別加強功能性、多用途及動線等條件之考量。四、透過研究發現，規劃常具有變動性及不同使用者感受之落差性，因此，在教室空間規劃後，應對其使用效能進行評估，以適時調整與修正。五、教育行政單位應提供相關課程利於教師進修，以提升教師規劃教室空間之能力。　　As the society is improving, the educational system needs corresponding reforms, too. Various teaching and learning styles begin to emergy in the classroom. The types of rooms for learning have to accommodate themselves to the change of new curricula and concepts. However, most school buildings have a long period of use, and the classrooms can't make necessary changes soon enough to face the challenges and meet the requirements of the multiple curricula, educated policies and ideologes. As a result, teachers can only count on their imagination and creation to adjust and rearrange their classrooms. It is questionable whether teachers are able to have quality classroom planning to create a good learning environment under limited planning ability? How do the users feel about the planning? These important issues need to be further explored immediately.　　　This study aims to understand the current situation of the room planning for the third grade common classroom, and to investigate the needs for the common classrooms and the efficiency and the contextual perceptions of the use of the classroom. The study employs literature review, survey, observation and in-depth interview. The subjects of the study include 99 students and three theachers from three classes of the third grade at the Lan Tan elementary school in Chia-yi. A class is selected from the three classes to be the experimental group of the study to evaluate and verify the practicality of room planning. The findings of the study are summarized as follows: 1、To be in line with current educational ideology of elementary school, common classroom must be self-suffivient. A classroom should be equipped with four separate spaces which include a teaching corner, a learning corner, a theacher's working corner and a life-education corner. The ideal seat arrangement for the third grade's learning corner should be double seat and team. The learning corner should include a video corner, an information corner, a reading corner, a playing corner and a display corner. 2、The study indicates that there is partial discrepancy between student needs and teacher's imagination. When the teacher makes the plan of the classroom space, they should listen to the opinions, the needs and the feelings of the students. We believe a good mutual communication helps to create a classroom space that suits the needs of the students, and to improve the quality of the learning environment. 3、When making room planning in a limited classroom space, teachers should integrated individual spaces strengthen their functions, and take multiple purposes and moving directions into consideration. 4、The study shows that the planning varies often and there is discrepancy in the use of space among classroom users. Hence, after making the classroom planning, we need to evaluate the efficiency to make timely adjustment and modification. 5、The educational administration should offer related classes for the teacher to improve their ability of the classroom planning .
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