筆者於擔任環境保護署土壤及地下水污染整治基金管理委員會組長之過程中，因土壤及地下水污染整治法責任議題未能清晰於環境作用法中明確規範其範疇，致使被論列污染行為人之責任分擔產生公平性上之危機，亦深切感受到，執法過程諸多窒礙。本諸職責所在，於民國93年起開始著手研議土壤及地下水污染整治法修正草案，並辦理研商、座談與公聽會議，廣納各界意見，終於於99年1月8日完成二、三讀之程序，並於99年2月3日由總統公布施行。亦將過程中所收集到之資料，由實務及理論之角度切入探討現階段之實務困難以及學理上各國之理論納入可能性分析，再進而闡出落實受污染土地整治再開發之必要以及提出相關配套之修法建議，完成本論文。本論文共分六章，第一章緒論：主要交代研究動機、目的、範圍與方法，第二章為環境權之論述：由該權限發展之歷程、各國立法例之參酌以及我國實務上案例中附近居民及環保團體之主張，確認環境權存在之價值。第三章為國家對於環保之憲法義務：第四章為受污染土地再利用法制上之研析：針對國外立法例之褐地制度及規範統合成國內未來得以參酌之制度，第五章為我國受污染土地行政管制規定及相關問題之說明：除將土壤及地下水污染整治法行政管制之手段逐一作說明外，探討違反責任之論述，區隔狀態責任以及行為責任，並且援引國外立法例及我國實務上之判決釐清及說明責任歸屬，第六章為結論。

早期政府倡導「客廳即工廠」產業發展政策，卻在土地使用分區劃分不明確、法令規範與管制不嚴謹之下，工廠直接將含有毒性與重金屬廢水，排入灌溉系統，導致農地與其生產的農作物遭到污染，威脅到社會大眾食品安全。截至民國100年底，依環保署公告資料顯示，將近8成的污染農地，整治完成並解除列管，故宣稱污染農地之改善，已達一定成效。然而，目前研究指出，台灣污染農地的整治方式，大多以翻土法進行，僅將污染土壤埋入地底，並非真正清除污染物質。另一方面，政府亦無積極改善污染源，使得部分農地即使整治後再度污染，而必須重新整治。如此情況，不禁讓許多學者質疑這樣整治的實質意義何在。 　　近年來，由於整治技術的侷限，以及龐大整治經費的壓力，對污染土地已不再以整治為唯一考量，而是透過風險的概念，藉由轉變土地利用模式，讓受污染土地得以再利用。目前台灣關於污染農地再利用之研究，大抵建議污染農地變更為非農業使用，甚至認為污染農地整治後恢復農用，效益偏低。然而，本研究認為，此等研究未考量到農地維持農用之多功能性，除商品價值外，仍有許多非商品價值，包括環境、生態、景觀等效益。 　　基此，本研究以污染農地整治後再利用，朝向種植非食用作物為主軸，並分為污染農地為何需要再利用，與污染農地如何再利用二大部分進行論述。首先以污染土地再利用的風險原則，融合多功能性之觀點，建立污染農地再利用之理論基礎。而後，進一步研擬三項污染農地再利用方案，包括「植樹造林」、「種植能源作物」、「種植花卉景觀作物」等。本研究認為整治後的污染農地，若推行此三項再利用方案，可兼顧風險原則、發揮農地農用多功能性，並避免繼續種稻威脅食品安全，以及節省政府後續管理成本等。接著，以彰化縣和美鎮作為個案，採用深度訪談的方式，針對和美鎮污染農地農民，與彰化縣污染農地相關承辦人，檢視實際整治與後續利用的困難，以及對於污染農地再利用之想法與建議。 　　最後，透過文獻分析與深度訪談結果，可獲得以下結論：（1）台灣污染農地整治方式以翻土工程為主，對農地造成破壞；（2）污染農地即使整治後，仍可能再度被污染；（3）污染農地整治完成後，以長期休耕為主；（4）台灣處理污染農地，違反再利用之基本原則。有鑑於此，本研究對於污染農地如何再利用，提出以下之政策建議：（1）推動污染農地轉作非食用作物，可創造諸多效益；（2）以中央層級確立污染農地再利用政策；（3）劃設高污染風險農地專區，優先輔導種植非食用作物。此外，必要配套措施包括：（1）依區域條件評選合適的再利用方案，提供技術與後續產銷輔導；（2）重視污染源頭管制，使工業生產者擔負污染責任。 / In the past, government advocated "living room factories" industrial development policies, but without clear land zoning and strict regulations, the factories discharged toxic and heavy metal wastewater into the irrigation system, resulting in agricultural land and the crops were contaminated, and threatened the public food safety. EPA 2011 announcement data shows that nearly 80% of contaminated agricultural land is completely remediated, and it is claimed that the improvement in contaminated agricultural land has reached some success. However, current research indicates that most Taiwan's contaminated agricultural land remediation methods, only buried the contaminated soil into the ground, not really cleaned away the pollutants. On the other hand, the government nor actively improve pollution sources, and therefore some of the agricultural land even after remediation polluted again, which must be remediated again. This situation, many scholars can't help but question what the real significance of such remediation. 　　In recent years, because of technical limitations and remediation　funding pressure on contaminated land, there is no longer only consideration in remediation, but through the concept of risk, by changing land-use patterns, so that contaminated land can be reused or revitalized. The researches on reuse of contaminated agricultural land in Taiwan, most suggest contaminated agricultural land change for non-agricultural use, and even think the benefit of contaminated agricultural land after remediation if keep agricultural use is low. However, this study suggests that past researches neglect the multifunctionality of agriculture, in addition to the value of goods, but there are still many non-commodity values, including environmental, ecological, landscape and other benefits. 　　For this viewpoint, this study concentrates on the reuse of contaminated agricultural land after remediation, and gives first place to grow non-food crops. There are two parts to discuss, including why contaminated agricultural land need to reuse, and how to reuse. First, the study establish the theoretical foundation of contaminated agricultural land reuse, which based on the risk principles of contaminated land reuse and multifunctionality of agriculture. Then, to further develop three contaminated agricultural land reuse programs, including the "trees", "energy crops", "flowers or landscape crop", etc. This study suggests that if contaminated agricultural land after remediation can implement the three reuse programs, it can not only take into account the risk principle and multifunctionality of agriculture, but also avoid threats to food safety, as well as saving the government follow-up management costs. Next, Hemei Township, Changhua County, as a case study, using depth interview for the Hemei town contaminated agricultural land's farmers and Changhua County public servant who deal with contaminated agricultural land remediation. Survey the actual situation and subsequent use difficulties of contamination agricultural land after remediation, as well as their ideas and suggestions of contaminated agricultural land reuse. 　　Finally, through a literature review and interviews results obtained the following conclusions: (1) the main remediation method of contaminated agricultural land in Taiwan is to bury the contaminated soil into the ground, and it causes damage on agricultural land; (2) contaminated agricultural land even after remediation may still be contaminated again; (3) contaminated agricultural land after remediation is mainly long-term fallow; (4) dealing with contaminated agricultural land in Taiwan is in violation of basic reuse principles. Therefore, this study suggests the following policy recommendations for how the contaminated agricultural land to reuse: (1) promote contaminated agricultural land grow non-food crops, it can create many benefits; (2) the central level government establish contaminated agricultural land reuse policies; (3) the designation of the high risk of contaminated agricultural land area, give the first place to help grow non-food crops. In addition, the necessary supporting measures include: (1) select the appropriate reuse program by regional conditions, and provide technical help and sales counseling; (2) emphasize the control of pollution sources, and make industrial producers shoulder the responsibility for the pollution.

近年來，由於少子女化影響而增加的校園閒置空間，許多學校配合中央政策針對校園閒置空間進行再利用，空間經再利用後，對後續的用後評估施以維護和保養，使空間更符合使用者需求為考量，其用後評估是否有助於提升教學和學習的成效，是為本研究之重點及價值。爰此，本研究以「新北市校園閒置空間再利用用後評估之研究以三所學校為例」為研究主題，對再利用後的校園閒置空間進行用後評估，以新北市教育局推薦之三所別具特色的米倉國小的鄉土玩具圖書館、乾華國小的英速魔法學院及柑林國小的多元學習情境語文故事屋作為主要研究案列。本研究目的在於探討三所國小校園閒置空間再利用的興建動機與期待功用、經營模式與策略、調查三所國小學校師生對閒置空間再利用後的滿意度及看法、瞭解三所國小對閒置空間改造後的管理與維護及整體成效、空間改造規劃過程中所遭遇的困難情形、閒置空間改造後的課程應用與排課情形，進而提出有效提升閒置空間再利用用後評估之具體建議，以供教育行政主管機關、學校規劃經營以及未來相關的研究之參考。 本研究透過文獻分析，以作為問卷調查和訪談研究之基礎，自行編製「新北市校園閒置空間再利用用後評估調查問卷」作為研究工具之一，共分為兩版本：教師版及學生版。為使本研究內容更具完整及彌補文獻資料及調查資料之不足，另自行編製「新北市校園閒置空間再利用用後評估訪談大綱」，並採半結構式訪談，瞭解三所國小校長及總務主任推動校園閒置空間再利用之規劃動機、興建過程與困難概況，使本論文更臻完善。 問卷針對三所學校之教師、學生以及相關行政人員，由研究者自行到校進行調查，「教師與行政人員」及「學生」分別填寫教師版、學生版之問卷。米倉國小教師版問卷發放14份，全數回收且有效，可用率100%，學生版問卷發放160份，有效問卷156份，可用率97.5%；乾華國小教師版問卷發放17份，全數回收且有效，可用率100%，學生版問卷發放82份，有效問卷80份，可用率97.6%；柑林國小教師版問卷發放8份，學生版問卷發放16份，皆全數回收且有效，可用率100%。訪談部分，由三所國小校長各3人和總務主任各3人，共6人採半結構式訪談方式進行。 經由上述的研究過程，得到以下的研究結論： 壹、校園閒置空間再利用之動機與期待功用為減少閒置空間、配合中央政策、寓教於樂、活化閒置空間等。 貳、閒置空間改造規劃過程中最主要困難為溝通與協調、其次是經費壓力等因素。 參、校園閒置空間再利用的經營模式與策略有明確的團隊分工與合作、經營方式多元化與資源整合。 肆、三所學校的學生對空間改造後的滿意程度高，但仍有可精進的部分。 伍、三所學校的教師對空間改造後的滿意程度和教學效果滿意程度介於「滿意」及「非常滿意」之間。 陸、空閒置空間改造後的後續管理與維護包括師生共同之責任、專人維護、另類維護方式、定期檢視等層面，最大的挑戰為人力資源缺乏。 柒、閒置空間改造後的課程應用有校際交流活動、空間情境與設施結合課程、活化教師教學；排課情形為規劃複合式學習空間、課程檢視、發揮空間效益。 捌、校園閒置空間再利用後的永續經營做法為關鍵在於人、不斷評估檢視、與教學本質結合。 根據以上結論，提出下列幾點建議： 壹、對教育行政主管機關之建議 一、持續推動空間活化政策，鼓勵學校校園閒置空間再利用。 二、持續編列空間活化相關經費，撥補適當合理的維修費與管理費。 三、興建規劃階段應有專業的建築團隊介入，並有穩定的運作機制。 四、運用相關人力資源解決學校人力缺乏問題。 五、對不同校園閒置空間再利用採取的適用策略。 貳、對學校行政單位之建議 一、為更嚴密加強維護與管理，應制訂檢核表和維修標準，並定期檢查。 二、應建立永續經營管理小組以更重視學校閒置空間再利用後之檢視。 三、利用校園閒置空間再利用形塑學校特色，並加強空間永續發展。 四、為更有效維護與管理空間，應建立日常維修及空間設備故障之簡易修復流程。 五、空間建置完成後，應向師生加強宣導其使用方式與功能。 六、規畫校園閒置空間再利用之完整配套措施。 七、結合課程與教學，落實校園閒置空間再利用之永續發展。 / In recently years, the vacant school space increase due to the declination of birth rate in Taiwan. Many schools direct against reuse of vacant school space coordinating with the policy of government. After reuse the space, follow-up of the maintenance and Post-Occupancy Evaluation (POE) make the space filling the demand of user much better. This research focuses on whether the POE is contributive to promote teaching and effects of learning. Therefore, this research topic is “The Study of Post Occupancy Evaluation for the Vacant School Space Reuse in Three Elementary Schools of New Taipei City.” Education Department of New Taipei City recommend three study cases as following, the native soil toy library of Micang Elementary School, Taipei Country English Wonderland of Qianhua Elementary School and diversify of learning situation language in Story House of Ganlin Elementary School. The purpose of this research is to explore the building motivation and intened function of three schools, the operating mode and strategy, the satisfaction of school teachers and students, the maintenance and the overall effectiveness of the spaces, the difficulties encountered during the planning process, the curriculum application and the situation of course schedule. Base on the research to propose specific suggestions about how to perform the POE of the reuse of vacant school space in order to be the reference for the educational official authoritis, schools and future research. In this study, the comprehensive analysis of the literature reviews was taken to be the foundation of further investigation and interview research. The questionnaire titled “The Study of Post Occupancy Evaluation for the vacant school space reuse in elementary schools of New Taipei City” was applied as the research tool, which included two parts: teacher and student. In order to make up the lack of literature and survey data, draw up interview outline titled “The Study of Post Occupancy Evaluation for the vacant school space reuse in elementary schools of New Taipei City” was applied to semi-structural interview outline. The purposes were to maturity of this study, to understand the planning motivation of the vacant school space reuse and to explore construction process and difficult situations. Researcher went to the three schools to do survey and interview. Teachers and administrative staff filled out survey questionnaire of teacher, and students filled out survey questionnaire of student. In Micang Elementary School, 14 copies of questionnaires of teacher were collected, and 156 copies of questionnaires of student were collected. In Qianhua Elementary School, 17 copies of questionnaires of teacher were collected, and 80 copies of questionnaires of student were collected. In Ganlin Elementary School, 8 copies of questionnaires of teacher and 16 copies of questionnaires of student were collected. Total of six persons in three elementary schools principals and the chief of general affair were interviewed. According to the results and analysis, several conclusions and suggestions are as following: 1.Motivation and intended function: reduce of vacant space, coordinate with the policy of government, to combine education with recreation, activation of unused space and et cetera. 2.The difficulties of planning process: communication and coordination, the lack of funds and other factors. 3.Operating mode and strategy: definite division of team and cooperation, mode of operation diversification and integration of resources. 4.The satisfaction of students are high, but still needs to reinforce. 5.The satisfaction of teacher and teaching effect satisfaction are within the range between “satisfied” and “very satisfied”. 6.The follow-up management and maintenance include: teachers and students share the responsibility, assign particular person, special mode of maintenance, regularly review. The greatest challenge is the lack of human resources. 7.Curriculum application: schools exchange activities, space situational and facilities, combined with courses and activation teachers of teaching;The situation of course schedule: planning compound learning space, course review and make sure the space achieve maximum effectiveness. 8.Permanent sustainable management practices: the key is people, continuous assessment and combined with teaching. Based on the conclusions above, raise the several suggestions as following: 1.Recommendations to the education administration (i) Continue to promote space activation policy, encourage school reuse of vacant school space. (ii)Continue to fund the activation of vacant school space, especailly maintenance costs and management fees. (iii)In construction planning stage, let related experts be in the construction team, and also stable mechanism. (iv)Explore related human resources to resupply the insufficiency. (v)Reuse of vacant different school space to take the applicable policy. 2.Recommendations to the school administrative unit (i)In order to strengthen the maintenance and management, a checklist and maintenance standards should be drawn up and regular inspection should be applied. (ii)Permanent sustainable management group should be established, pay attention to review the reuse of vacant school space. (iii)Establish school characteristic by reuse of vacant school space and use to strengthen the space of sustainable development. (iv)Routine maintenance and space equipment failure repair process should be established. (v)Explain the meaning of the space to the teachers and students. (vi)Planning the reuse of vacant school space for use complete measures. (vii)Combination of curriculum and instruction to strengthen space sustainable development.