本研究主要目的是探討北區國民中學推動永續校園的「規劃內涵」、「實施成效」以及「面臨困境」。研究方法以問卷調查為主、訪談為輔，研究對象為申請91-95年教育部補助永續校園局部改造計畫之北區14所國民中學，調查表共寄出14份，回收14份，回收率100％；研究問卷共寄出490份問卷，回收384份，回收率為78.4％，有效問卷為362份；訪談對象為各縣市抽取一所學校訪談負責規劃人員。根據文獻探討、問卷調查和訪談結果的發現，歸納出以下結論： 一、 北區五縣市國民中學推動永續校園之規劃動機主要為爭取經費改善學校校園環境，並發展學校特色以實踐永續發展教育理念。 二、 北區五縣市國民中學申請教育部補助永續校園局部改造計畫主要項目為「生態景觀教學水池」、「多層次生態綠化」及「雨水回收再利用」。 三、 大部分教師對永續校園的設施項目之認同態度良好，且整體教師對永續校園規劃的整體設施項目評分的情形屬於中上；其中有兼行政職務之教師、任教自然與生活科技領域、有參與規劃及小規模學校等背景之教師大部分較一般教師高。 四、 教師使用永續校園設施應用於教學活動中的動機為配合學校政策、提升學生環境生態教育觀念及營造示範永續發展教育基礎。 五、 教師將永續校園設施融入教學的主要項目為「生態景觀教學水池」、「多層次生態綠化」及「教學農園」；最常應用於教學活動的主要項目為「生態景觀教學水池」、「多層次生態綠化」及「教學農園」，且設施屬於大致可使用的狀況。 六、 教師因應永續校園規劃而研發課程教材的主要設施項目「生態景觀教學水池」、「教學農園」及「多層次生態綠化」。使用的教學方式主要為「校園觀察教學」、「講述教學」、「活動設計教學」。 七、 在規劃層面上主要困境為專業不足、教師參與意願不足、工程時程緊湊、欠缺專家學者協助及經費補助不足；在維護管理層面上主要面臨的困境為欠缺專職人員管理、專業能力及維修費用不足及設計不良亦造成後續維修困難；在融入教學層面上主要面臨的困境為教師專業與共識不足、學校環境資源不足、課程設計不易的問題；其他面臨的困境主要為發展學校特色問題、策略聯盟校際資源整合問題、人事更迭頻繁問題及工作負擔繁重問題。 最後，依據研究結果對教育當局、有心推動永續校園的國民中學及後續研究等提出建議。 關鍵字：永續校園 / The main purpose of this research was to investigate the planning connotation, the effectiveness on implementing, and the predicament faced for implementing sustainable campus of junior schools in five counties and cities of Northern Taiwan. The research methods are based on the questionnaire and survey. Interview method is also used to assist in developing the research. 14 junior high schools in five counties and cities of Northern Taiwan, which joined Taiwan Sustainable Campus Project subsidized by the Ministry of Education from 2002 to 2006, are the research objects. 14 copies of the survey and 490 copies of the research questionnaire are distributed to the 14 schools. Out of the 14 surveys and the 490 research questionnaires, 14 surveys and 362 questionnaires are valid. The retrieval rates are 100% and 78.4% respectively. There are 5 interviewees who are responsible for sustainable school environment planning. Finally, the conclusions of the study have been made by analyzing the literature review, the survey, the questionnaire, and the interview’s results. Some findings are described as below: 1. The main motivations that junior high schools in five counties and cities of Northern Taiwan joined Taiwan Sustainable Campus Project are striving for funds to improve school environment, and developing school characteristics to implement the concepts of sustainable development education. 2. The main projects of the application for Taiwan Sustainable Campus Project in junior high schools in five counties and cities of Northern Taiwan are“ecological pond,”“the multi-layers ecological green-making,”and “rainwater retrieving.” 3. There is high identification and evaluation in the sustainable campus environmental facilities among most of the teachers. However, teachers who are school administrators, who participate in sustainable campus planning, who teach science and technology subject, and who belong to small scale schools have higher identification than general teachers. 4. The main motivations that teachers incorporate sustainable campus environmental facilities into teaching are cooperating to schools’ policies, promoting the concepts of environmental and ecological education among students, and building the model of sustainable development education. 5. The main projects that teacher incorporate sustainable school environmental facilities into teaching are “ecological pond,”“the multi-layers ecological green-making,”and“agricultural garden for teaching.”Facilities that teachers use most frequently are “ecological pond,”“the multi-layers ecological green-making,”and “agricultural garden for teaching.” Moreover, they are in good condition. 6. The main projects that teacher design lesson plans and materials due to sustainable school environmental planning are“ecological pond,” “agricultural garden for teaching,”and“the multi-layers ecological green-making.” The main teaching methods that teachers adopt are “campus observing,”“lecture,”and“activity-designed.” 7. The main predicaments for implementing sustainable campus are planners’ insufficient professional knowledge, teachers’ low participation, too much time consuming, lack of experts’ assistance, and insufficient funds. The main predicaments for maintaining sustainable campus facilities are shortage of the manpower for specific responsibility for maintaining, insufficient professional knowledge in administrators, insufficient expenses of maintaining, and inappropriate design of the facilities. The main predicaments that teachers incorporate sustainable campus environmental facilities into teaching are teachers’ insufficient professional knowledge and common consensus, schools’ insufficient environmental resources, and not easily planned curriculum. The other main predicaments are problems of developing schools’ characteristics, problems of the resource integrated in schools’ strategic alliance, problems of personnel frequent replacement, and problems of heavy work burden. According to the results of the study, some suggestions are offered to the educational authorities, junior schools, and those who go further studies.

本研究旨在探討桃園縣國民小學校園創意設計之現況，並分析不同背景變項 下，學校創意設計表現之差異情形，進而瞭解校園創意設計的規畫與思考歷程、遭遇問題與解決策略、未來目標，最後依結果提出具體之建議。 本研究調查對象為桃園縣30 所國民小學，訪談對象為該校校長或主任，共 計19 位校長與3 位主任。實地觀察各國民小學校園創意設計的表現情形，並訪問校長對該園校園創意設計的動機與原則，以及對校園創意設計思考歷程進行了解。在資料分析上，觀察與訪談主要以描述性的方式記錄，並使用次數分配、t考驗與單因子變異數分析進行分析。 綜合文獻探討與研究結果之發現，歸納可得研究結論如下： 一、國民小學校園創意設計求新原則施作容易，表現最多；求進原則位居第二，顯示校園環境的教育意涵受重視 二、學校新舊在「求新」面向具有顯著差異，新學校表現優於舊學校 三、學校歷史在「求新」面向具有顯著差異， 15 年以下學校表現較佳 四、學校規模在「求絕」與「整體原則」面向具有顯著差異，小規模學校表現較佳 五、校地面積在「求絕」面向具有顯著差異，校地面積兩公頃（含）以下學校表現較佳 六、校長認為校園創意設計理念首要為安全，並重視經濟與實用功能 七、校長的校園創意設計思考歷程考量學校內、外在環境因素，並重視使用者需求 八、校長認為校園創意設計最大困境為經費不足與人員溝通 九、校長指出校園創意設計未來目標係將空間或設施持續精進，將教學、學習與環境融合 最後，本研究針對教育行政主管機關、學校與後續研究提出具體建議。 / This research is aimed to investigate the current situations on school creative design of elementary schools in Taoyuan County, and to analyze the relation between school creative design and school environmental variables. Moreover, the purposes of this research are to understand the planning, the thinking process and the difficulties in school creative design, and to provide recommendations for schools according to the research findings. In this research, 30 elementary schools in Taoyuan County were surveyed, and 19 principals and 3 directors from these schools were inquired about the motivations, concepts and the thinking process of school creative design to obtain complete personal conceptions of school creative design. In data analysis, observation and interview are recorded descriptively. The statistical methods include descriptive statistic, t-test and one-way ANOVA. According to the findings of the research, these conclusions were summarized below: 1.In the application of school creative design in Elementary schools in Taoyuan County, the principle of innovation is much easier to practice, so the frequency of statistical results are much higher than others; the frequency of principle of improvement is the second one. It shows the emphasis on educational meaning of school environment. 2.There are significant differences between “new schools” and “old schools” on the principle of innovation on school creative design. In addition, new schools scored higher than old schools. 3.There are significant differences in “school history” on the principle of innovation on school creative design. In addition, schools founded in “15 years” scored higher than those in “15-30 years” and more than “30 years”. 4.There are significant differences in “scale of schools” on the principle of excellence and the whole principle of school creative design. In addition, small-scale schools scored higher than small-scale and large-scale schools. 5.There are significant difference in “school land area” on the principle of excellence on school creative design. In addition, schools covering below “2 hectares” scored higher than those over “2 hectares”. 6.Principals think the most important concepts of school creative design are safety. economy and utility. 7.Principals place the importance of the thinking process of school creative design on interior and exterior school environmental factors and users’ needs. 8.Principals think the most difficulty in school creative design is the lack of funds and personnel communication. 9.Principals think the goals of school creative design in the future are to make space or facilities much better, and to integrate environment with teaching and learning. Finally, the study offers suggestions to the administrative department and Elementary schools in Taoyuan County.

本研究旨在探討國民中學裡校園人權的現況。希望藉由本研究探析個案學校 的師生於校園內的真實人權感受。本研究以問卷調查為前導性的探究，以參與觀察及深入訪談為主要研究方法。本研究以台北縣一所國民中學為研究場域，依「各級學校人權評估項目之建立與研究」中的評估項目及其問卷，請個案學校中的非新進教師與八年級及九年級學生填寫，以了解此校師生校園人權的真實感受。此問卷中所得的結果，使深入訪談需要關注的面向更為聚焦。依照問卷上教師與學生對校園人權感受較一致與差異性較大的題目，研擬訪談大綱，展開訪談。依照作為研究場域的國民中學實踐校園人權之有利因素與不利因素，歸結出以下的研究結論： 一、整體而言，所研究的國中師生對該校校園人權實踐現況具普遍的認同 二、借課情形，相較於以往，已大有改善 三、學生的身體自主權已漸獲得重視 四、校園無障礙設施的經費與校園中其他經費的拉鋸 五、校園安全與學生隱私的折衝 六、公佈學生成績與排名，一向如此且習以為常 七、升學主義仍是校園人權的發展一大阻力 八、體罰在校園中仍依稀可見，但教師大部分已不體罰 九、對不適任教師的處理，須建立專業的輔導與淘汰機制，以確保學生的學習權 十、國中學生的自治活動仍未發展完全，須更著力於公民能力的培養 十一、看見學生的價值，建立學生的自信 十二、援入校內與校外各方資源，教學的路不孤單 十三、加強師資培育機構開設人權與法治教育相關課程 十四、常態編班使學生正常發展，但考驗教師班級經營能力與教學能力 十五、校園人權的概念已於校園中萌芽，有待全面落實 最後，並依據研究結論，教育行政單位、學校、教師及後續研究提出建議，以供參考。 關鍵字：校園人權、友善校園、人權實踐 / The purpose of this study is to explore the human rights understanding and behavior of the students and teachers among the junior high school in Taipei County. This study explore the teachres’ and students’ real awareness and feelings on campus. With the questionnaire survey to be the guiding investigation, the research methods of this study are participant observation and in-depth interview. Accoriing to the data of “evaluation’s category and item for campus human rights milieu”, to frame the questions of the interview. The study comes to the conclusions as follows on the baisis of the findings: 1. The praxis of on-campus human rights in the said school is general identified. 2. The circumstance of lending courses has been improved than ever before. 3. The right of body autonomy has been respected gradually. 4. The budget of barrier free facilities and other facilities hold up each other. 5. The safety of campus and students’ privacy strike a balance. 6. To make students’ scores public and ranking is as usual. 7. Diplomaism constrains the development of on-campus human rights. 8. Physical Punishment has been reduced. 9. It should establish complete system to eliminate and guidance incompetent teachers in order to ensure student’s learning rights. 10. The affairs of student government does not develop well. 11. Teachers should realize students’ values and establish students’ confidence. 12. Teachers join other teachers and paretns’ supports. 13. The institute of teacher education should offer more the curriculum of human rights and law-related education. 14. normalized class grouping makes students develop normalized and test teachers’ abilities of classroom management and teaching. 15. The concept of on-campus human rights is at the initial stage that needs to be implemented completely on campus. Finally, some recommendations for education administration units, teachers and further study are suggested. It is hoping that the results of this paper can be a good reference for school to praxis human on campus. Keywords:on-campus human rights, friendly campus, the praxis of human rights

本研究目的在探討國民中學學生對基本人權及校園人權的認知程度，瞭解現況外，並分析不同背景變項的學生對基本人權及校園人權認知的差異性，及基本人權與校園人權認知的相關性。 本研究採文獻分析及調查法，針對桃園縣國民中學二、三年級學生進行問卷調查，採分層隨機抽樣方式，抽取十八所學校，總計取得有效樣本1109份，進行實證研究。調查所得資料以描述性統計、t檢定及單因子變異數分析、皮爾遜積差相關等統計方法，進行資料分析處理。 經由資料統計分析，本研究主要發現如下: 一、國中學生校園人權與基本人權認知程度已達中上水準。 二、國中學生在基本人權方面最認同的三項議題: 1.每個人的權利和尊嚴都應受到尊重。 2.人人都享有被公平對待的權利。 3.不管你在那一個國家都應該受到尊重。 三、國中學生在校園人權方面最認同的三項議題: 1.當學生權益受損時，學校應有開放暢通之申訴管道。 2.學校不應該以任何形式語言及肢體暴力對待學生。 3.學校應提供乾淨衛生之飲水。 四、背景變項不同學生基本人權與校園人權認知之差異性: 1.學生性別不同，有顯著差異，女生認知程度高於男生。 2.學生年級不同，無顯著差異。 3.學校所在區域不同，有顯著差異，基本人權認知程度以「城市地區」表現最佳，校園人權認知程度以「一般鄉鎮地區」表現最佳。 4.學校班級數不同，有顯著差異，認知程度以「60班以上」表現最佳。 5.導師管教方式不同，有顯著差異，認知程度以導師管教方式「民主式」表現最佳。 6.學生學期成績不同，有顯著差異，認知程度以「甲等」者表現最佳。 7.家庭社經地位不同，有顯著差異，基本人權認知以「高社經地位」表現最佳；校園人權認知以「中社經地位」表現最佳。 五、學生基本人權認知與校園人權認知呈正相關。 最後根據研究發現及結論提出各項建議，供主管教育行政機關、國中學校行政人員、國中教師及未來研究之參考。 關鍵字：基本人權、校園人權、人權教育 / The present study aims to explore basic human rights awareness and on-campus human right awareness of junior high school students in Taiwan and, in addition to have a general picture of the current awareness conditions, also to analyze the difference in human rights awareness and on-campus human right awareness between the student groups with different background variables as well as the correlations between basic human rights and on-campus human rights. The study adapts literature review and survey. The study conducts questionnaire survey targeting students in grades 2 and 3 of junior high schools in Taoyuan County through layered random sampling of specimens from 18 schools, as a result 1,109 valid samples are collected and subject to empirical methods. Next the study further analyzes and processed the data obtained from survey with various statistic methods including descriptive statistics, t-test, one way ANOVA, and Pearson’s Correlation. The study comes to the findings as follows through the said data statistic analyses: 1. Junior high school students demonstrate above average level in both basic human rights awareness and on-campus human right awareness. 2. The top three issues in basic human rights commonly identified by junior high school students: (1) Every individual deserves respect in human rights and dignity, (2) Every individual is entitled the right to be treated in a fair a square manner, (3) Whichever country in the world you stay you as a an individual always deserve the equal respect. 3. The top three issues in on-campus human rights commonly identified by junior high school students: (1) Every school is to make available an open channel for filing complaints for student suffering from damage in human rights, (2) Every school is not to mistreat students neither in any form of language nor in nonverbal manners, (3) Every school is to supply sufficient clean and well-sanitized drinking water to students. 4. The difference in human rights awareness and on-campus human right awareness between the student groups with different background variables: (1) Student gender demonstrates obvious difference – the female students demonstrate higher awareness, (2) student grade demonstrate insignificant difference, (3) Region of school location demonstrates obvious difference; namely a school located in “urban region” demonstrates apparently higher basic human rights awareness, a school located in “ordinary township region” demonstrates apparently higher on-campus human rights, (4) Schools with different class number demonstrate obvious difference in the awareness and among all schools those with 60 plus classes demonstrate the highest level of awareness, (5) Schools with different ways of disciplines from the class advisors demonstrate obvious difference, those schools with “democratic approach” from the class advisors demonstrate the highest level of the awareness, (6) Student’s semester academic achievements tell obvious difference, those students with “A+” grade demonstrate the highest level of the awareness, and (7) Student’s home socio-economic status tells obvious difference – students from “higher socio-economic status” demonstrate far higher awareness of basic human rights while students from “average socio-economic status” demonstrate far higher awareness of on-campus human rights. 5. The study results prove that Students’ basic human rights awareness is proportional to on-campus human rights. At last the study presents several suggestions to the research findings and conclusions in order to serve as reference for the pertinent educational administrative agencies, junior high school administrative staff, junior high school teachers and any researcher interested in further study of the same or related theme. Keywords: basic human rights, on-campus human rights, human rights education

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.

本研究旨在探討臺北市國民小學男女學生在課餘時間使用校內活動空間的現況與情形、研究臺北市國民小學男女學生對廁所空間及附屬設備的看法與使用情形、了解臺北市國民小學男女學生對校園危險空間類型與造成不安全因素的看法並析論兩性意見的異同、最後提出臺北市國民小學性別空間之具體建議，俾供相關單位、人員及未來相關研究之參考。 本研究方法分為問卷調查法與實地觀察法兩部分：（1）問卷調查對象為所抽取的51個學校各一班之六年級學生，共計抽取1,350名學生（有效樣本1,345人；女生640人，男生705人）進行問卷調查；（2）觀察對象的取得主要是以兩個行政區為一個單位，從各單位中各抽取一間學校，共六間學校進行觀察，主要觀察重點為學生下課時間所使用的校園空間、廁所與附屬設備、校園危險空間及產生不安全的因素。在資料分析上，問卷調查主要以描述性分析、次數百分比統計、卡方考驗、Cochran Q考驗、t-test考驗、Spearman等級相關、MANOVA變異數分析等方法。經研究結果發現： 一、學生認為校園各活動空間中使用者的性別印象「男比女多」的校園空間比「女比男多」的空間多。 二、學生在課餘時校園活動空間的選擇，男生勾選比例50%以上的有「班級教室內」、「運動場」、「室外籃球場」、「教室外走廊」；女生勾選比例50%以上的有「班級教室內」、「教室外走廊」、「運動場」。 三、女生易受到場地中異性影響而降低自我的使用意願。 四、在因距離太遠、不方便到達而降低使用意願的校園空間向度上，男生勾選的比例50%以上的有「圖書館」；女生則是「運動場」、「圖書館」。 五、校園空間本身也具有性別傾向；動態運動空間較屬於「男性取向的空間」；靜態學習空間較屬於「女性取向空間」、「休閒服務空間」則較為「中性空間」。 六、學生對校園廁所之馬桶形式與隔間方式的喜好具有性別差異。 七、學生對校園廁所之附屬設備的看法具有一致性。 八、不同學區、規模與性別的學生對廁所便利性、舒適性的滿意程度具有差異。 九、學生對校園危險空間前五項的排序具有一致性，分別為「地下室」、「廁所」、「圍牆角落」、「教具儲藏室」、「垃圾場」。 十、造成校園不安全空間的因素主要有「位置偏僻」、「人煙稀少」、「光線不足」、「視覺死角」。 研究者經過文獻探討與研究發現，提出下列幾點建議： 一、對教育行政機關與學校的建議：（一）擬定具體明確的「性別平等教育之校園空間」的規劃方向與建議，達成性別平等的校園環境目標；（二）在學生主要上課地點附近的空地或牆面增設籃框；彈性調整下課時間，增加學生使用遠距離的校園空間；（三）規劃性別平等的校園，注重不同性別學生使用校園空間的機會均等；（四）打造符合兩性需求的校園廁所空間；（五）充實校園廁所的附屬設備，規劃更衣室與複合式盥洗室，提供學生更便利的校園空間；（六）加裝緊急求救鈴及緊急照明設備，提高廁所的安全性；定期檢視廁所便間的安全性，以降低被偷窺的可能；（七）重視各學區、規模的校園廁所環境，提高女性廁所使用數量，將廁所位置設於易達又安全的地點；（八）繪製校園危險空間地圖並張貼於校園明顯處；裝設監視器、夜間照明設備及反光鏡，減少校園的危險空間；（九）上課空間的多元性，提高學生對學校各個空間的認識；性別平等理念的再宣導，將性別平等教育真正落實於日常生活中。 二、對未來相關研究的建議：（一）在研究對象方面，在1.研究學校的選擇上：（1）針對不同縣市的學校進行研究；（2）針對不同年限的學校進行研究；（3）針對不同層級的學校進行研究；（4）可比較不同年齡層的學生；2.研究對象的選擇：可針對不同身分的人進行研究；（二）在學校空間的選擇上，可1.挑選單一地點進行觀察；2.挑選單一類型空間進行觀察；（三）在研究方法方面，可加入與研究對象或學校主任、校長的深度對談，則對研究對象的空間選擇或學校空間設計的背景意義能有另一番角度的看法，以便對校園性別空間的使用情形與規劃能有更進一步或不同的認識。 關鍵詞：臺北市國民小學、校園空間、性別、性別與校園空間

本研究主要探討臺北市國民中學休憩活動空間規畫現況與使用情形，並分析不同背景變項下規畫與使用之差異，進而瞭解學生在下課選擇校園休憩活動空間的原因、活動形式、改善設施及放學欲使用情形，最後歸納規畫校園休憩活動空間之規劃與改善意見。因此研究採用休憩活動空間設置調查表，用以調查校園休憩活動空間之現況資料，並配合休憩活動空間使用問卷調查瞭解學生使用與需求情形，共寄發出1,200份問卷，回收有效問卷共1,072份，最後輔以訪談以深入了解學校規劃與使用情形，根據資料整理，本研究發現結果如下： 一、校園靜態休憩活動空間設置最多為教室、走廊、圖書館、合作社與庭園，其次為戶外劇場，設置比例較少為交誼平臺、交誼室及屋頂花園。 二、校園動態休憩活動空間設置最多為田徑場、室外球場與活動中心為主。 三、不同學校類型在靜態休憩活動空間規畫差異不大，唯有在走廊、圖書館、庭園的附屬設施與戶外劇場設置略有差異；在動態休憩活動空間在田徑場與室外球場附屬設施略有差異。 四、不同學校規模在靜態休憩活動空間規畫差異不大，唯有在走廊、圖書館、合作社略有差異，在動態休憩活動空間規畫差異不大，唯有在室外球場附屬設施略有差異。 五、下課學生較常使用的靜態休憩活動空間，以教室、走廊與合作社為主；動態休憩活動空間以室外籃球場、田徑場與活動中心為主。 六、下課選擇靜態休憩活動空間的原因以距離較近、放鬆身心與同學因素為主；選擇動態休憩活動空間的原因以身體活動、放鬆身心、距離較近與同 學因素為主。 七、下課學生在靜態休憩活動空間從事的活動以聊天為主，其次為睡覺、看書、發呆與散步；動態休憩活動空間從事的活動以聊天、打球為主。 八、在靜態休憩活動空間使用頻率上完全中學使用頻率高於市立國中；在動態休憩活動空間使用頻率小規模與中規模使用頻率高於大規模，七年級使用頻率高於八年級使用頻率，男生使用頻率高於女生。 九、在靜態休憩活動空間學生希望增設或改善的空間以教室、合作社與圖書館為主，並增設音樂聆聽區、電腦設備區與休憩座椅等設施為主。 十、在動態休憩活動空間以學生希望增設或改善的空間以室外籃球場、室內籃球場與活動中心為主，並增設休憩以球類設施與休憩座椅為主。 十一、學生放學從事的休憩活動依序最多為聊天、打球與散步；選擇的休憩活動空間依序最多為教室、走廊與室外籃球場。 根據結論以上結論，提出以下建議： 一、國中校園靜態休憩活動空間以教室、走廊、圖書館與合作社等空間，應優先充實其空間設施，以利學生休憩活動之用。 二、國中校園動態休憩活動空間以室外籃球場與活動中心等空間，應優先充實其空間設施，以利學生休憩活動之用。 三、高樓層校舍應就近增設休憩設施，以滿足高樓層學生休憩活動空間之需求。 四、彈性調整下課時間，利於學生進行多樣化的休憩活動。 五、動態休憩活動空間宜考慮性別的需求作適當的調整 六、國中學生在休憩活動選擇以聊天為主要活動，顯示社交需求應被重視，應此宜多設置休憩座椅，以提供學生下課聊天的硬體需求。 七、以經費持續補助學校進行校園空間改善，以增加休憩活動空間設施。 八、對未來的研究建議可在研究內容上可針對休憩附屬設施如：休憩座椅、閱讀桌椅或球場等設施之規畫形式與使用狀況進行研究。 / This study focuses on the current situation of the planning and use of recreational spaces in junior high schools in Taipei city. An analysis was conducted to find out differences in the planning and use of these spaces under different background variables in order to further probe into the reasons students choose the recreational spaces on campus after class, the activity types, improvement of facilities, and use after school. The recreational space planning and improvement suggestions were then summarized. In this paper, a questionnaire survey was conducted to investigate the current situation of recreational spaces on campus. The questionnaires were distributed to find out the use and needs of the students. A total of 1,200 questionnaire copies were distributed and 1,072 valid copies were recovered. Interviews were also conducted to gain an insight into the planning and use of the school recreational spaces. The study findings based on the compiled data are as follows: 1. Most passive recreational spaces on campus are allotted for classrooms, corridors, libraries, cooperatives, and gardens, followed by outdoor theaters. Friendship platforms, recreational rooms, and roof gardens on the other hand have the least passive recreational spaces. 2. Most dynamic recreational spaces are allotted for track and field, outdoor courts, and activity centers. 3. The passive recreational space planning in different schools is generally the same except for corridors, libraries, ancillary facilities in gardens, and outdoor theater layout that slightly differ. For the dynamic recreational spaces, the ancillary facilities such as the track and field, outdoor courts, etc., differed slightly. 4. There is not much variation in dynamic recreational space planning at different schools except corridors, libraries, and cooperatives that showed slight differences. In terms of dynamic recreational space planning, the schools do not differ much except for ancillary facilities of outdoor courts that show slight variations. 5. Students more frequently used passive recreational spaces after class, particularly classrooms, corridors, and cooperatives. The dynamic recreational spaces are primarily outdoor basketball courts, track and field, and activity centers. 6. The reasons for choosing dynamic recreational spaces include: closer in distance, relaxing the body and mind, and influence of peers. The reasons they choose dynamic activities include: physical activity, relaxing the body and mind, closer in distance, and influence of peers. 7. After class, the activities that take place in the passive recreational spaces are primarily chatting, followed by taking a nap, reading, trance, and taking a walk; the activities that take place in the dynamic recreational spaces include chatting and playing ball games. 8. The usage rate of the passive recreational space in complete high schools is higher than that of city junior high schools; the usage rate of the small-scale and medium-scale dynamic recreational spaces is higher than that of the large-scale spaces; the usage rate of the 7th graders is higher than that of the 8th graders, and the usage rate for the boys is higher than that of the girls. 9. In the passive recreational space, the students’ requested additional facilities and improvement of primarily classrooms, cooperatives, and libraries and setup of music areas, computer areas, and recreational chairs. 10. In the dynamic recreation space, the students requested additional facilities and improvement of primarily outdoor basketball courts, indoor basketball courts, and activity centers and setup of ball sport related facilities and recreational chairs. 11. The students’ recreational activities after school in sequence are chatting, playing ball games, and taking a walk. And the recreational spaces chosen in sequence are classrooms, corridors, and outdoor basketball courts. Based on the conclusions above, the following suggestions are proposed: 1. In terms of the passive recreational space on campus of junior high schools,priorities are given to enhancing facilities in classrooms, corridors, libraries, and cooperatives for students’ recreational use. 2. In terms of the dynamic recreational space on campus of junior high schools,priorities are given to enhancing facilities in outdoor basketball courts and activity centers for students’ recreational use. 3. Additional recreational facilities should be set up in the vicinity of high-rise buildings to satisfy students’ recreational space needs. 4. Make flexible adjustment of the class schedule to facilitate students’ versatile recreational activities. 5. Take gender needs into consideration in making appropriate adjustment to the dynamic recreational space. 6. Most junior high school students choose chatting as the recreational activity,showing the need to emphasize social needs. Therefore, additional recreational chairs are recommended for students’ hardware needed for chatting. 7.Continue to grant money to improve the campus space and add more facilities in the recreational space. 8.It is suggested that future researches focus on the planning and usage of recreational ancillary facilities such as recreational chairs, desks/chairs for reading, and ball courts.

永續校園能夠讓學校的學習者透過教育的過程及校園的生活，配合環境議題的探討，以改善生活及環境品質，並達到環境教育目標。為達上述目標永續校園在校園的環境上，應如何規劃以達到節省能源、永續發展、乾淨健康；同時永續校園設施是否能夠發揮環境教育之目的，獲得教師充分使用融入教學之中，成為本研究探討的課題。 本研究以2002年與2003年99所永續校園為研究對象，共發出99份調查問卷與1009份研究問卷，調查問卷部分共回收89份，問卷回收率達89.9％，而研究問卷則回收740份，有效問卷為729份，可用問卷比例為72.2％。訪談對象則訪問兩所永續校園的規劃人員。最後將文獻探討、問卷調查和訪談結果的發現，歸納出以下結論： 一、國民小學參與永續校園環境規劃動機主要為「改善學校環境」、「發展學校特色」、「協助學生親近自然」。 二、國民小學申請永續校園環境規劃最主要的項目為「透水鋪面」、「生態景觀教學水池」、「落葉堆肥」、「教學農園」、「多層次生態綠化」，且使用狀況良好。 三、永續校園環境規劃主要是由「總務主任」以及「校長」進行規劃。 四、國民小學參與永續校園環境規劃模式以整合案較佳。 五、永續校園環境設施主要是由「總務主任」、「工友」及「教師」進行維護，但學校人力、經費以及專業知能不足，設施維護不易。 六、國民小學推動永續校園發展主要遇到的困難為「所需經費不足」、「缺乏適當空間」、「行政者生態知識不足」、「缺乏整體規劃」以及「教師參與度低」。 七、教師參與永續校園環境規劃主要的項目為「資源回收利用」、「落葉堆肥」、「生態景觀教學水池」，而教師最常使用的永續校園設施為「資源回收在利用」、「生態景觀教學水池」、「落葉堆肥」。 八、教師將永續校園環境規劃融入教學主要遇到的困難為「耗費時間太多」、「相關資訊不充裕」、「學校環境資源不足」。而教師將校園環境融入教學的原因主要為「落實推動環境教育」、「採用多元教學方式」以及「實做學習效果較佳」。 九、有參與永續校園環境規劃的教師對永續校園環境規劃與使用認同感較高。 十、學校行政人員對永續校園環境規劃與使用認同感高於一般教師。 十一、大規模學校之教師對永續校園環境規劃與使用認同感較低。 十二、不同任教科目教師對永續校園環境規劃與使用態度沒有差異。 十三、不同年資對於學校實施永續校園環境規劃的態度沒有差異。 最後綜合研究結果提出以下建議： 一、永續校園環境規劃應繼續實施並予以推廣 二、「生態景觀教學水池」可多加推廣 三、規劃「生態景觀教學水池」與「教學農園」應審慎考量設置地點 四、設計時考慮建設經費以及後續維護費用 五、宜針對學校環境擬定整體且長期的環境規劃內容 六、鼓勵教師參與永續校園環境規劃 七、學校宜多舉辦相關環境教育研習以充實教師專業知能 / Sustainable schools can help students improve quality of life and environment through education, the school life, and discussion about the environmental topics; at the same time they can implement the goal of the environmental education. In order to achieve these goals, how should sustainable schools design school environment and does these sustainable school environmental facilities bring environmental education into play are this study’s purpose. 99 sustainable schools in 2002 and 2003 are the research objects. 99 copies of the questionnaire survey and 1009 copies of the research questionnaire are distributed to randomly-sampled schools. Out of 99 surveys 1009 research questionnaires, 89 surveys and 729 questionnaires are valid. The retrieval rate are 89.9% and 72.2%. There are two interviewees who are familiar with sustainable school environment planning. Finally, the conclusions of study have been made by analyzing the literature review, the questionnaire, and the interview’s result. Some findings and suggestions are described as below: 1. The main motivations that elementary schools join the sustainable school environment planning are ‘improve school environment’,’ develop school characteristic’, and ’allow student to enjoy the nature’. 2. The main projects of sustainable school environment planning for elementary schools application are 'permeable pavement’,’ ecological pond ','fallen leaf compost’, ’agricultural garden of teaching’, and ’the multi-layers ecological green-making '. Moreover, they have to be in good condition. 3. In most cases, sustainable school environment planning is planned by ' the director of general affairs ' or 'the principal'. 4. The combing model is better when elementary schools participate sustainable school environment planning. 5. Sustainable school environmental facilities are mainly maintained by ' the director of general affairs’,’ workers' and 'teachers'. However the manpower, funds and professional knowledge of schools are insufficient, it is difficult to maintain facilities. 6. The main problems for elementary schools to develop sustainable school are ‘insufficient funds’,’ lack of space’,’ ecological knowledge in administration is insufficient’,’ lack proper plan’ and ‘low participation of teachers’. 7. The main projects that teacher participate sustainable school environment planning are 'resource recycle’,’ the fallen leaf compost’,’ the ecological pond’; facilities teachers use most frequently are 'resources are retrieved and utilized’,’ the ecological pond' and 'the fallen leaf compost'. 8. Main difficulties that teachers incorporate sustainable school environmental facilities into teaching are 'too time consuming',' insufficient information’, and ’environmental resources of schools are insufficient'. Teachers incorporate sustainable school environmental facilities into teaching are 'implement and promote the environmental education’,’ adopt multiple teaching method' and 'learning by doing has better effects'. 9. Teachers who participate in sustainable school environment planning have higher identification in planning and using sustainable school environmental facilities than teachers who do not participate. 10. School administrative personnel have higher identification in planning and using sustainable school environmental facilities than general teachers. 11. Teachers of big scale schools have lower identification in planning and using sustainable school environmental facilities than other scale schools’ teachers. 12. There is no differentiation of the identification in planning and using sustainable school environmental facilities among different subject teachers. 13. There is no differentiation of the identification in planning and using sustainable school environmental facilities among teachers’ seniorities. After the study, some suggestions are made as follows: 1. Continue to develop sustainable school environment planning and keep implement and popularized it. 2. Promote the ecological pond. 3. Carefully plan where to build the agricultural garden of teaching and the setting place of ecological pond. 4. Budget construction costs and maintenance expenses during the designing phase. 5. Draft the whole and long-term environmental program of the school. 6. Encourage teacher participating in the sustainable school environment planning. 7. Schools should provide more relevant environmental education study to improve teacher's professional knowledge.

綜觀歷年來多篇的空間環境與學習之相關研究，可以了解學習會直接與間接的受到外在環境的影響。因此學校建築空間甚至是校園創意設計若規劃完善，不僅是安全、舒適的學習環境，本身更是一套豐富且吸引人的教材，能夠激發幼兒的學習興趣與動力。幼稚園是學前階段的幼兒除了家庭以外接觸時間最長的地方，整體空間與情境的設計，應具活潑生動、自由開放的學習氣氛，這皆有助於幼兒發展想像力與創造力。 本研究目的旨在發現臺灣地區之公立專設幼稚園在校園創意設計上的表現情形，並探討這些公立專設幼稚園在校園創意設計規劃的現況，試擬具體之建議，希望能提供國內幼教經營者及教師在幼稚園校園創意設計與規畫時之參考。 本研究調查對象為臺灣地區14所公立專設幼稚園，訪談對象為該園所的園長及兩位教師，共計12位園長（臺南市三所幼稚園為同一位園長）及28位教師。實地觀察各幼稚園校園創意設計的表現情形，並訪問園長及教師對該園校園創意設計的意見與想法，以對校園創意設計規劃歷程進行了解。在資料分析上，觀察與訪談主要以描述性的方式記錄，校園創意設計的運用情形使用次數分配及皮爾森相關係數進行分析。 本研究結果如下： 一、幼稚園校園創意設計求新、求變原則最容易施作表現最多；求精原則 若妥善保存及維護，則將成為具價值性之教育設施；求進原則融入課 程與教學掌握得當；求絕與求妙原則表現較少，若能掌握要訣，則可 節省經費、增益設施功能。 二、校園創意設計的規劃理念與原則，強調自然豐富的教育環境，依園所 的物理條件進行規劃，重視安全性、教育性、多元性、多用性，並達 到節約資源的效果。 三、校園創意設計在園舍建築等硬體上主要由建築師決定，園長及教師表 達需求、參與討論，園內的校園創意設計主要由園長及教師設計，幼 兒主要參與班級空間及與課程相關的作品上。 四、園長及教師對校園創意設計規劃時的建議，面臨困境轉換正面的想 法，持續的思考與相互觀摩，考量幼兒的發展與需求則相信能造就園 所特有的創意設計特色。 最後依據本研究結果的分析與結論，對於教育當局、幼稚園及後續的研究者提出具體建議以茲參考。 / After making a comprehensive survey of learning environment, we can come to the conclusion that the external environment will influence learning conditions through direct and indirect ways. That is, if it plans well in school environment or school creative design, not only a safe and comfortable learning space it will be, but also a unit of abounding and attractive teaching materials. It can help young children develop their interests and enthusiasm. Kindergarten is, undoubtedly, the place that young children in preschool stage spend almost the most time to stay, if the family part is excluded. Therefore, the atmosphere of overall environment design should be active, colorful and free so that it will be helpful to develop children’s imagination and creativity. The purpose of the research is to probe into the recent situation of school creative design in independent public kindergartens in Taiwan. Ultimately, the researcher provides some suggestions to preschool workers and teachers as reference while they carry school creative design into execution after all. In this study, 12 kindergarten directors (3 kindergartens in Tainan were the same one) and 28 teachers of 14 independent public kindergartens would be interviewed and inquired about the concepts, ideas and feelings about school creative design of their kindergartens, to obtain a complete personal conceptions of school creative design. In data analysis, the data of observation and interview is recorded descriptively mainly. The statistics is gathered by calculating the numbers of how each school matches the principle of school creative design, and Pearson’s correlations coefficient is used as well to analyze the relationship between each principle, the category in campus, and kindergarten background items. The research results are listed as follows: 1. In the application of school creative design in independent public kindergartens, the principle of innovation is much easier to practice, so the statistics results are much higher than others. The principle of variety has better performance by holding the characteristic of adding or transferring the function. If the principle of elegance has a well policies of maintenances to keep and maintain, that will be valuable education facilities. The principle of improvement get well done by space or facilities to enter teaching and course. The principle of excellence and delicacy perform less in this study. After all, if policy makers take notice of the action points above, it will not only save money, but contribute to the function of facilities. 2. The concepts and principles of school creative design is to design the kindergarten in accordance with conditions of geographical and material features, attach importance of safety, education, variety, multi-function, and achieve the effect of resources economizing after all. The ultimate purpose is to provide a natural and abounding education environment. 3. The school buildings of school creative design are decided by the architect for the most part, kindergarten directors and teachers also express their need, and participate in discussion. Inside the kindergarten, learning environment of school creative design is planed mainly by the directors and teachers, while children mainly participate in classroom, hallway of class space, and works related to the courses. 4. That kindergarten directors and teachers’ suggestions for school creative design, communicating with each other while under difficulties, continuous thinking and learning from others. taking account of the development and need of young children is believed to create their features of individual school creative design. After all, according to the analysis and results of the study, some suggestions are offered to educational authorities, kindergartens, directors, teachers, and those who go further studies.

本研究期望從組織領導者的領導模式及組織成員面對組織變遷的行為表現、危機管理、安置學生、校園重建等各種經驗中獲得走出悲傷、重生重建，以及更多的體驗與啟示。研究主軸以探討（1）震災後學校危機管理的因應與態度；（2）瞭解成員參與學校事務及互動的情形；（3）在校園重建的過程中，學校成員或社區所扮演的角色；（4）重建的過程中，學校成員的各項經驗與感受及其對個人的影響，以做為學校未來災害事件危機管理、應變與復原的參考。 本研究主要以訪談學校校長與四位曾經分別擔任過導師、輔導主任、總務主任、教學組長、註冊組長、教務主任等不同職務的老師，所涉獵的層面及所負責的業務旣廣且多，在訪談樣本的挑選上頗具有代表性。研究者從其訪談逐字稿的內容做資料的分析與討論。基因於被訪談的四位教師在地震當時與後來都分別擔任過導師及不同的行政工作，希望從當事人的身上尋找不同震災階段，不同參與程度及不同角度的看法，以期勾勒出災後學校百廢待舉的過程，組織成員對組織的再造所承受的壓力、付出的心力或期望，以及災後事務對生命的衝擊。 研究結果發現 一、震災後危機管理的因應與態度：（一）領導者從艱困中迅速著手規劃救災、安置和重建等工作；（二）學校災後安置過程，積極、人性，思慮周詳；（三）領導者有充分危機處理的能力，學校成員多循指示行事；（四）學校與社區各自忙於救災與重建工作，社區無暇顧及學校，學校安頓學生，間接協助社區。 二、成員參與學校事務及互動的情形：（一）學校成員多能以積極的態度面對變遷，自我檢討也互相勉勵；（二）成員參與學校事務有積極、有冷漠，震災前後新陳代謝，部分老師與組織疏離。 三、校園規劃過程中成員或社區的角色：（一）建築師及援建單位對於學校所提建議多能列入規劃付諸實現；（二）慈濟援建成員安心，成員或社區幾乎沒有參與校園規劃；（三）重建藍圖定案的過程學校有迫於現實的無奈，以及對操場跑道長度不同意見的爭議；（四）工程完工後，學校成員有少許批評，有較多的感恩，也深刻體認到老師應該主動參與校園規劃。 四、成員經驗與感受及其對個人的影響：（一）部分學校成員感受挫折容忍度增強，人生豁然開朗；（二）教師體認到，當孩子最基本的生理、安全、愛與隸屬的需求得到滿足後，孩子適應環境的能力是無可限量的；（三）老師積極帶領，喚起孩子感恩與回饋的心；（四）教師從慈濟活動中學習多元的教學觀，學生從參與活動建立自信；（五）部分教師從校舍配置不當，驚覺自己未能主動積極參與校園規劃工作是錯誤的行為，對工作有更深層的認知與期許；（六）改變生涯規劃，或回歸故里侍奉雙親，或繼續教職作育英才。 研究者根據文獻探討及研究發現，提出下列幾點建議 一、在校園重建規劃方面的建議：（一）教育主管機關需要擔任援建單位、建築師與學校之間權衡的角色；（二）鄉公所需要付出一定的注意、關心、提供意見與需求，達成資源共享，為社區總體營造奠定基礎；（三）援建單位需要重視校方的需求，保留學校原有的特色、社區的文化型態，以及學校與地方繼往開來的歷史意義；（四）學校必須堅定立場，保留學校或社區特色。提出對教育發展看法、意見與需求。對待援建單位與建築師要有飲水思源，湧泉以報的感恩情懷。 二、對學校災後重建的建議：（一）建立危機管理的機制，啟動危機小組；（二）成立校園重建規劃小組，透過合議制達成共同參與的理想；（三）以學校為中心，協助社區生活重建，以達資源共享的理想；（四）將鄉內的新興事業融入學生的職業試探或技藝班課程；（五）校園規劃要兼顧社區的需要及永續經營；（六）感念援建單位的貢獻，善加使用及維護校舍建築。 三、對未來相關研究的建議：（一）在研究對象方面，未來可以選擇多所學校做比較分析，或者訪談全校教職員工生，或者針對部分沒有意願參與校園規劃的教師為研究對象；（二）在研究內容方面，未來的研究可嘗試從校長的領導方式、學校氣氛、組織結構與文化作深入的研究與分析，並切入教師心理層面的滿意度，以及校園重建的規劃流程，擴展研究的向度與深度，使研究內容更為完善；（三）在研究方法方面，可輔以問卷調查、焦點團體訪談及研究訪問等方式。在訪談進行中，要確立以結構式訪談或非結構式訪談。除個別訪談外，採用焦點團體訪談，可使研究的內容更為紮實。