本研究旨在探討校園公共藝術設置的理論意涵、新竹縣校園公共藝術設置案相關程序問題、新竹縣兩所國民中學公共藝術的執行現況、困難及差異並了解學校師生、家長及社區人士對校園公共藝術設置的認知與滿意度，引起大家對校園公共藝術設置的認同。利用文件分析法與調查法（含問卷調查法及訪談法）進行新竹縣國民中學校園公共藝術設置研究，進而分析歸納出新竹縣國民中學校園公共藝術設置的現況及滿意度。本研究獲致以下重要結論與建議： 壹、重要結論 一、校園公共藝術設置的作業流程從成立籌備會議、執行小組、擬定計畫到計畫總檢討共13個步驟。 二、新竹縣兩所國中校園公共藝術各階段執行有主題難定、公共性爭議、觀念整合、招標限制、進度及民眾參與、排課配合等六個困難及升學排擠、經費及專業能力不足、採購法等四個限制。 三、廠商施作能力及配合度為施工順利完工重要關鍵 四、新竹縣兩所國中師生及家長對公共藝術的認知程度是大概了解` 五、兩校對公共藝術的認識相當清楚，並以「設置於開放空間的藝術作品」及「依據文化藝術獎助條例所設置的藝術作品」概念為主 六、兩校認為公共藝術的性質是具親和性趣味性的，除了藝術功能尚具有觀賞功能等五項功能。 七、新竹縣兩所國中校園公共藝術的設置影響學生學習有境教、情意、美學鑑賞等五方面並牽動學校課程在美學融入、潛在課程、校本課程等三方面的規劃與發展。 八、新竹縣兩所國中師生及家長對校園公共藝術相當滿意。 九、公共藝術的維護管理應考慮材質、施工方式、並保留藝品古樸自然風貌。 十、未來各國民中學設置公共藝術首重溝通再以共同參與原則依程序執行。 貳、研究建議 一、對國民中學的建議： （一）應由藝術專業人員去引導公共藝術之設置，由教育和推廣中得到一些東西，不宜放手讓學生自行創作。（二）嚴選有能力肯配合的廠商，建議由藝術家參與工程開標說明施工之難易度及要求，以讓工程順利圓滿進行。（三）為利於大家參與排課應充分配合。（四）為召喚共同記憶，彰顯設置公共藝術精神，可定期在紀念日作維護保養。 二、對教育主管單位建議 （一）廣撥經費補助學校改善校園環境 （二）辦理公共藝術研習或成果發表，經驗傳承協助學校爭取經費補助，廣泛推廣在校園設置公共藝術 （三）新修建改建校舍工程，應撥足經費，以免因設置公共藝術影響工程品質 （四）新修建校舍建築工程公共藝術設置經費，宜降低比例或有上下限，且在招生上課後再實施，以落實師生共同參與校園公共藝術設置理念。 （五）工程應由縣府專業控管，不是交給非專業校方自行摸索，影響品質。 三、對未來研究的建議： （一）針對兩校問卷調查之「公共藝術意見調查」滿意度結果與對公共藝術偏好評比結果相反，可進行後續調查研究。 （二）針對新竹縣九十二年底開始執行以百分比精神設置的校園公共藝術，及教育部或文建會補助之校園公共藝術示範案例進行後續研究。 / The purposes of this study are to examine the theoretical implications of public arts installation on campus, to explore relevant procedures of such project installed on the campuses of two junior high schools in Hsinchu County, and to compare the current execution, difficulties, and differences while installing public arts between the two schools. In addition, this study also surveyed how much the school staff, student parents, and society appreciate the installation of public art in the campus which may result in the realization of the importance of installing public art in the campus. The document analysis and surveys including questionnaire and visitation were employed in this study. The conclusions and suggestions from this study are as follows: I. Significant Conclusions: 1.Installation procedures of public arts in the campus can be divided into 13 steps including finalizing preparatory committee, assigning execution group, drafting action plans and performing execution review. 2.Six obstacles including main topics decision, public dispute, harmonized awareness, bidding constraints, progress and society involvement, and time allotment were needed to overcome during execution in these two junior high schools. In addition, four constraints are needed to take which include pressure of student advancement, limited budget, insufficient knowledge, and purchase regulations. 3.Construction capability and quality compliance are crucial for the completion of artwork. 4.The rating of “roughly understood” was granted to the school staff, students and their parents in terms of their recognition of the importance of public arts to their wholesomeness. 5.The participants from both schools clearly understood how to install public arts. Majority of the participants believe that public arts should be placed in open public locations and should follow the Cultural Arts Promotion Guidelines. 6.The participants from both schools acknowledged public arts to be accessible and lighthearted. They serve artistic and exhibitory functions. 7.Installation of public arts affects the learning of students in both schools in such aspects as environmental education, affection, and aesthetics appreciation. Such installation triggered the arrangement and development of aesthetics involvement, hidden curriculum and lecture curriculum. 8.School staff, student and their parents in both schools showed satisfactory with public arts on campus. 9.Maintenance of public arts should consider material of construction, way to construct, and reservation of natural features of artwork. 10.The installation of public arts in junior high schools in the future should emphasize open communication first and then public involvement following designed procedures. II. Suggestions: 1.To Junior high schools: a. Trained professional fine artists lead the public arts installation, and implement artwork that roots from teaching and spreading, not from student alone. b. Choose a construction company that has adequate capability and flexibility to finish assigned tasks. The fine artists be present in the construction bid-opening meeting to explain the complexity during constructing artwork and its requirements in order to expedite the progress of construction. c. Course hour arrangement be flexible enough to allow more involvement of different groups. d.Regular maintenance be held on the anniversary date in order to remind the audience of the meaning of installing public arts. 2.To education policy making units a. Distribute enough budget for improving the environment of campus. b. Organize short course or achievement show on successful installation of public arts that benefits others. Assist schools to acquire adequate budget for public arts. Promote public arts installation on campus. c. Set aside adequate budget for projects of classroom to be either newly built, partially mended, or rebuilt, lest the public arts installation should affect the quality of classroom construction. d. The budget for classroom construction and public arts installation be set at appropriate percentage. The construction of public arts be executed after school start to allow teachers and students to participate together. e. The construction of public arts be handled by the specialist working at county government, not by school staff, to ensure the quality. 3.To the future researchers a. The results from “Public art questionnaire” and “Public art preference rating” in this study are contradictory. Further studies may be needed. b. Comparison between completed public art on campus in Hsin-chu County since the end of 2003, and demonstrated cases of campus public arts designed by the Ministry of Education and/or the Council for Cultural Affairs.

本研究係探討臺北縣校園公共藝術規劃之構想、原則、程序、師 生對規劃之認知與意見、教職員對規劃之滿意度等。研究方式採文獻 探討、問卷調查、實地觀察、訪談進行，抽取臺北縣已規劃校園公共 藝術，且施作完成之五所國高中師生572 名為問卷調查對象，以每校 兩位學校教職員為訪談對象。資料採用描述性、以次數百分比統計、 獨立樣本t 考驗、單因子變異數分析、Scheffe′Method 事後比較分 析等方法研析，提出結論與建議。歸納本研究發現，獲致十二點結論， 並提出建議，供校際經驗交流，以提高規劃實務品質。茲將研究結論 摘要概述於后： 一、校園公共藝術之規劃緣起、規劃構想大多結合各校教育理念 與辦學目標，其中校長之教育理念最為關鍵。學校公共藝術規劃重要 原則有：公共性、藝術性、經濟性、教育性等。 二、臺北縣五所國高中校園公共藝術之規劃方式，多為邀請藝術 家製作。其規劃程序，係依據臺北縣政府規定程序進行。 三、臺北縣五所國高中所規劃完成之校園公共藝術，以具體類 型、戶外形式、視覺性、可以多角度觀賞作品為主。 四、學校師生較少參與校園公共藝術規劃；師生對問卷中有關校 園公共藝術規劃之敘述，皆表示同意；其中男性同意平均數，高於女 性；學生同意平均數高於教師。教職員年齡差異，則不影響教職員對 各題項的同意平均數。 五、不同學校規模，對問卷題項之敘述，學校班級數30班以下學 校師生之同意平均數最高。 六、創校歷史差距下，創校10 年以下學校師生，對各題項之同 意平均數最高。 ii 七、對於有關校園公共藝術類型題項之敘述，其中「喜歡公共藝 術類型」、「類型有地方特色」兩題項，以七年級學生之同意平均數最 高。 八、師生在問卷調查各層面中，同意平均數最低題項為：「校園 公共藝術具有教學功能」，次低題項為「公共藝術作品的材料具有地 方特色」。 九、師生在各層面中，同意平均數最高題項分別為：「覺得校園 公共藝術的類型很有創意」、「公共藝術使用了安全材料」、「覺得 校園公共藝術作品美化了校園」、「覺得校園公共藝術作品的色彩很 美觀」、「覺得校園公共藝術設置的地點很適宜」、「覺得很容易接 近校園公共藝術」。 十、臺北縣五所國高中在規劃過程中所遭遇之困難為，臺北縣可 供參考諮詢具有規劃經驗學校案例較少，各校多向臺北縣文化局人員 請教；部分學校在公共藝術設置後，因考量觀賞安全，要求藝術家更 改藝術品造型或作品附近之裝置，因而改變校園公共藝術原貌。 十一、學校教職員對訪談項目滿意程度最高之項目為「校園公共 藝術的規劃程序」；對「規劃構想的宣導」及「作品完成後的宣導活 動」兩項規劃之滿意程度最低。 十二、臺北縣五所國高中教職員依其規劃經驗，給其他學校的建 議：規劃時宜有專家學者、學校師生與家長代表參與；規劃宣導可結 合領域課程與辦學理念；作品宜標示公共藝術之緣起、構想、主題意 涵。 最後，根據以上研究結論與文獻資料，對規劃單位、藝術創作者、 未來研究者，提出建議。 關鍵詞：學校校園、公共藝術、公共藝術規劃 / Thesis Abstract Department of Education, National Chengchi University Management of public arts on the campuses of high schools in Taipei County –take five high schools for examples Yu-Ho, Chen Advisor: Dr. Chi-Min, Tang The purposes of this study are to examine the idea, principles, process, realization and suggestion from teachers and students, the satisfaction of staff. The research adopts various ways such as literature, questionnaire, campus Assessment , and interview to examine the feedback of five Taipei County high schools which have set up public art. The research includes 572 teachers, students, and staff. The conclusion and suggestion are made by carefully examination of descriptive statistics, percentage statistics, Independent Sample t-Testing, and Scheffe  method. Hope the research could provide more chances in exchanging experiences from campus to campus thus raise the quality of further management. The conclusion and detection of this study is as followed: 1. The origin of Taipei County high school public art is resulted from school goals and schools development. The most important factor that affects the public art is principal’s educational expectation. The key principles are publicity, beaux arts, economics, safety, education, integration, and access. 2. The management of Taipei County public art is made by licensed artists. The plan is processing by rules made by Taipei County Hall. 3. They are concrete, outdoor, multi-angled, visual, the campus public art works set up in Taipei County high schools. 4. Not all students and teachers participate in the management of campus public art. They feel the most satisfied with the description of campus public art. Male tend to agree to most of the questionnaire than female do. Students show higher agreement than teachers do. The age discrepancy does not involve in the degree of agreement. 5. Different school sizes affect the result. Students and staffs in the schools which have fewer than 30 classes show the highest agreement to the questionnaire. 6. Different school history involves in the result. Students and staffs in schools with less than 10 years history show the highest degree of agreement about other items. 7. Seven graders show the highest agreement than eight and nigh-graders in items “the art work has local characteristics” and “the fondness of public art”. 8. All the respondents show the lowest agreement toward item “campus public art contains educational function”, and the second lowest item is “the materials of the public art contain local characteristics.” 9. Among the six aspects of types, materials, realization, color, location, and access, students and teachers show the highest agreement toward “I feel the campus public art is creative”, “I feel the color of campus public art is beautiful”, “I feel our campus public art locates in proper location”, “It is easy to access our campus public art.” 10. The difficulties occurred during the execution and establishment of Taipei County high campus public art works are as bellows. First, there are fewer cases and experienced schools for suggestions and references of campus public art management. Most schools try to counsel the members of Taipei County Cultural Bureau to solve this problem. Besides, for the safety side, a few schools will ask to remodel the art work or to change its surroundings which change its original design. 11. The staffs show the most satisfied items toward “The process of management of campus public art”. They show the least satisfaction toward the items “The explanation of the idea of the public art” and “the explanation of the public art after it has been set.” 12. With their experiences, the five Taipei County high schools which have already own the public art work give suggestions to other schools that are processing to have their own public art. First, to have parent representative, students, teachers, and experts join the management of public art. Second, the propagation could combine school curriculum and the ideal of the school. Last, the art work should mark the origin and the meaning of the topics of campus public art. To conclude with the analysis of literatures and the results of the study, ten suggestions are offered to schools which are interested in campus public art. Key words: campus, public art, the management of public art

本研究旨在探討校園公共藝術符號互動表徵、校園公共藝術符號之影響的現況及其關係，並據以提出結論與建議，期能提供學校運用符號互動表徵，增進公共藝術影響的參考。本研究採取文件分析、問卷調查、觀察法、訪談法進行研究，首先蒐集相關文獻，探討校園公共藝術及符號互動的相關理論；透過文件分析我國2005、2006、2007校園公共藝術設置案計136件，歸納出校園公共藝術符號互動表徵，包含：器物符號、操作符號、構念符號等三層面。另就校園公共藝術符號之影響進行探討，包含：提升校園環境品質、呈現學校品牌形象、涵養學生美學素養、促進公共關係發展、強化溝通協調功能等五層面。再利用問卷調查學校成員與校園公共藝術符號的互動及影響現況資料，將實徵資料進行統計分析，針對研究目的與問題發展訪談提綱，針對個案研究學校進行觀察與訪談，最後綜合研究發現做成結論，並提出具體建議。 本研究之問卷對象為臺北市、臺北縣、宜蘭縣2005、2006、2007國民中、小學校園公共藝術設置學校計35所之師生，抽樣調查765位，取得有效樣本706份，調查結果以平均數、標準差、t考驗、單因子變異係數分析、回歸分析等統計方法，進行資料處理分析，獲致以下結論： 一、學校師生與校園公共藝術符號表徵的互動現況以「器物符號」最顯見，其次為「構念符號」，再其次為「操作符號」。 二、學校師生受到校園公共藝術符號的影響現況，依序為：「提升校園環境品質」、「涵養學生美學素養」、「呈現學校品牌形象」、「促進公共關係發展」、「強化溝通協調功能」。 三、學校師生與校園公共藝術符號表徵之互動在學校區域、服務年資、教育程度、現任職務上具有差異。 四、學校師生受到校園公共藝術符號之影響在學校區域、性別、服務年資、教育程度、現任職務、就讀年級上具有差異。 五、校園公共藝術符號表徵與校園公共藝術符號之影響各層面均呈現正相關。其中「操作符號」與「強化溝通協調功能」相關程度最高；其次為「操作符號」與「提升校園環境品質」；最低者為「器物符號」與「涵養學生美學素養」。 六、「操作符號」對整體校園公共藝術符號之影響的預測力最佳。 七、個案學校師生普遍認同校園公共藝術符號互動各層面之表徵。 八、個案學校師生對於校園公共藝術符號之影響，因符號互動表徵不同而有差異。 根據結論，提出以下建議，供作學校未來設置公共藝術，能有效運用符號互動表徵，來強化公共藝術的影響之參考。 壹、對學校之建議： 一、運用符號互動表徵，強化公共藝術影響 二、善用公共藝術經費，涵養學生美學素養 三、落實公共藝術教育，提升校園環境品質 四、活用操作符號表徵，增進溝通協調功能 五、行銷校園公共藝術，建立學校公共關係 六、設計校園建築符號，營造學校品牌形象 貳、對教師之建議： 一、參與校園公共藝術，增進專業對話溝通 二、發展公共藝術課程，陶冶師生藝術生活 三、經驗傳承研習進修，兼任行政專業成長 / This study explored the status and relations between the characterization of campus public art symbolic interaction and the influence of campus public art symbol, and then to propose conclusions and recommendations provided for school to apply the characterization of symbolic interaction and refer to strengthen the influence of the public art. The researcher adopted document analysis, questionnaires, observation, and interview research in the study. The research was begun to collect the related documents and then probe related theories of the campus public art and the symbolic interaction. Through document analysis of 136 campus public art cases, from 2005 to 2007, inducted three levels of the characterization of campus public art symbolic interaction, including: objects symbols, operation symbols, and construct symbols. On the other hand, to explore the influence of the campus public art, including: enhancing the quality of campus environment, conserving students’ aesthetic literacy ", showing the school brand image, promoting the development of public relations, and strengthening the function of communication and coordination of the five dimensions. Further, to survey the interaction and status of the members of the school and the campus public art signs by questionnaires, the researcher proceeded with the statistical analysis of the empirical data to develop the interview outline related to the study purposes , interview and observe the case study schools .According to the comprehensive findings , the study showed the specific recommendations . From 2005 to 2007, there are 35 schools that are from the national primary and secondary schools of public art in Taipei City, Taipei County, Ilan County in this study questionnaire. There are 765 subjects who were surveyed altogether and 706 valid samples were acquired. The statistical methods of the research include mean, standard deviation, t test, one-way anova , regression analysis and other statistical methods, data processing and analysis. The summary of the research findings are as followings: 1. The symbolic objects is the "most obvious" ，followed by "construct symbols “, and then followed by "operational symbols" in the interactive status of the symbolic representation between the teachers and students and the campus public art. 2. Teachers and students in school by campus public art symbols were to: " enhance the quality of campus environment," "conserve students’ aesthetic literacy ", "show the school brand image", "promote the development of public relations", "strengthen the function of communication and coordination" 3. Between the teachers and students and the campus public art are the differences in the school district, years of service, education, and current position. 4. Teachers and students in school are affected by campus public art symbols with the differences in the school district, gender, years of service, education, current position, and school grade. 5. The symbolic representation of public art on campus and the campus public art signs at all levels showed a positive correlation. The “operation symbols” and to "strengthen communication and coordination functions," were the highest relevance; followed by “operation symbols” and "improving the quality of campus environment"; the lowest relevance for the "symbolic objects" and "conserving students’ aesthetic literacy." 6. "Operation symbols" on the public art of the overall campus can predict the best. 7. Teachers and students in case school generally agree that the public art at all levels of symbolic interaction representation. 8. Teachers and students in case school differ from the influence of the campus public art symbol. Based on the research finding, the following recommendations are made for school and teacher: Recommendations on school: 1. To use the characterization of the symbolic interaction, and strengthen the influence of the public art. 2. To make use of thee funds for public arts and conserve students’ aesthetic literacy. 3. To implement the public arts education, and improve the quality of the campus environment. 4. To utilize operation symbolic representation, and enhance the function of communication and coordination. 5. To market campus public art, and establish the school public relations. 6. To design the campus building signs, and create the school brand image. Suggestions for teachers: 1. To participate campus public art , and enhance communication and professional dialogue. 2. To develop public art programs, and refine teachers and students’ artistic life. 3. To inherit the experience of the studies education, and promote the administrative professional development.