| Abstract: | 本研究意在以參與式規劃設計、社區學校、開放式教育、永續校園等觀點檢視921地震後，中部地區重建之國小校園、校舍、規劃過程，以及其成效。同時亦嘗試回顧近來整個校園重建之歷程，亦即所謂「新校園運動」之始末。採取的方法包括文獻回顧、問卷調查與分析。問卷發給100所全校或一半以上重建之小學，回收83所學校之問卷。 經由文獻整理可知，重建之初在政府的呼籲下慈濟等民間團體即投入重建學校認養，同時「人本基金會」為首推動民間「創造性教育重建計畫」，強調建築專業的引入及參與式的規劃過程，成功的協助政府籌畫遴選優良建築師，推動「新校園運動」。由於這批建築師互動交流下提出「最有利標」以維護工程品質。另方面，政府亦提出PCM專業營建管理模式，試圖改變過往由學校直接承擔工程專業之壓力，最終因國內廠商水準不足與舊政府時重建進度遲滯，只由「亞新工程」以此模式承接雲嘉南地區之校園重建。此次校園重建過程雖嘗試引入PCM、採用最有利標、透明的建築師遴選，然其適用於常態性校園建設之推行法令仍有待建立。 調查結果發現，民間教改團體創造性的教育重建計畫引領出全面性的參與式校園規劃，促使空間與教育專業者展開對話；帶動社區的參與而增進新校園與社區良好的互動關係；透空性的校園邊界也展現二者的親和關係。然就新校園學習空間的開放多元性來說，因應「開放式教育」理念下的「班群教室」型態仍不普及，唯「學習角」已廣於各新校園教室設置，但種類多元性仍待加強。在回歸教師本位、強調教學設計的思潮下，新校園的教師專屬空間是不足的。至於在環境意識抬頭之下，新校園對於資源回收與能源利用做得並不好，但戶外環境的塑造注重了植栽綠化，應合了生態規劃的趨勢。
Based on participatory planning, community school, open education, and sustainable campus, the research examine the reconstruction result, planning processes, and effects of those elementary school campuses in Taichung and Nantou County after 921 earthquake. It also retraces the whole story of campus reconstruction, so called “New Campus Movement” by the public. The methods utilized include the literature review, questionnaire survey, and statistic analysis. The questionnaires were sent out to 100 schools that had been fully or over halfly restructured, and 83 valid questionnaries were returned. From literature review it is known that many civil societies, with the encouragement from the Government, joined the campus reconstruction at the early stage of this movement, e.g. Tzu Chi Foundation. At the same time “the Humanistic Education Foundation” led some civil societies to carry out the “Innovative Education Reconstruction Planning”. It introduces architectural profession and the participatory planning and design processes. It helps the Government to electe distinguish distinction architects and successfully push the “New Campus Movement”. After fully discussion, those architects proposed the “Most Advantageous Tender” to assure construction quality. Otherwise, by proposing the PCM (Professional Construction Management), the Government and schools no longer take the construction responsibility. However, the plan was not such successful, because the old Government processed the reconstruction sluggishly and the quality of constructors was not high enough. Finally, only “MMA Group” implemented the plan to cover thoes schools in Gia-Yi area. The whole project, PCM was implemented partially, “the Most Advantageous Tender” was used, and the architects were fairly selected. But all of these could be fit for ordinary schools only after relative legal regulation are amended. The questionnaries survey reveals that the education reconstruction plan of the civil education reformer led participatory planning and design extencively. This not only made the architectural profession and education specialties communication, but also improved the interaction between schools and community. Furthermore, due to soft boundaries, the affinity between campuses and communities have been improved. However, the “clustered classroom” pattern is still not popular in the new campuses in terms of being open and deversified. Even though “learning corners” have been widely set up in the new campus classrooms, the variety is still to be improved. On the other hand, special room for teachers is not widely set up in the new campuses even though teacher-based instruction concept is emphasized today. Also, the resource recycling and energy conservation in the new campuses is not very well done even the environmental consciousness is intensified nowadays. Nevertheless, new campuses pay more attention to beautify and green the environment, which fit in with the trend of ecological planning. |
