國民中小學校園社區共讀站空間規劃與使用意見調查─以花蓮縣為例

Abstract

近年來少子女化的現象未見紓解，導致閒置校舍、空餘教室的問題浮出檯面，使校園閒置空間再利用再度受到重視。有鑑於此，教育部配合前瞻基礎建設訂定「校園社區化改造計畫」，建置學校社區共讀站及各類社區服務等措施，除了活化既有空間提供學生學習活動，透過資源共享，將學校閱讀、學習、運動、休閒等功能帶入社區，使學校成為社區居民生活的中心。\n教育部自106年起推動「社區共讀站」專案計畫，至109年已核定公立高級中等學校121校、國民中小學計628校，共749校，讓學校既有圖書室或空餘空間轉型成為社區共讀站。本研究旨在探討圖書館空間改造後之成效，以106年至107年間申辦且於108年開放使用之花蓮縣7所國民中小學社區共讀站為例，針對參與規劃教師以及使用者兩個面向加以分析，透過訪談法的方式瞭解教師於規劃空間改造過程的感受及想法，以及使用者對於圖書館改造後之使用意見及建議，經由綜合分析後提出結論與建議，以作為日後教育部國教署補助以及各校規劃社區共讀站之參考。\n根據研究結果提出以下結論：（一）提供舒適的閱讀環境與營造閱讀氛圍為各校改造重點；（二）、彈性空間的設計滿足教學、學習與休閒的需求；（三）、空間設計與規劃非教師專長，可透過專業團隊協助及參考他校改造經驗；（四）、空間改造後會提高使用圖書館的意願，訪談對象皆給予改造空間正向評價；（五）、校園社區共讀站管理人力不足及校園安全性隱憂；（六）、東部地區設計師較無圖書館設計相關經驗，缺乏施工廠商與工程採購制度影響空間改造執行成效。\n綜合前述研究結論，歸納出二項建議：（一）透過經驗分享傳承，並建立輔導機制；（二）補助經費充實校園社區共讀站專責人力，建立校園安全相關配套措施。

In recent years, the phenomenon of the decreasing birth rates among teenage children has not been relieved, which has aroused to the emergent problem on idle school buildings, spare classrooms, and the reuse of idle campus space again. In view of this, the Ministry of Education has formulated the "Campus Community Transformation Plan" incorporates infrastructure construction, and measures such as building school community reading stations and various community services, in addition to revitalizing its existing spaces to provide students with learning activities, through resource sharing, Bringing the school reading, learning, sports, leisure and other functions into the community, so that the school becomes the center of community for the residents.\nThe Ministry of Education has promoted the "Community Co-Reading Station" project since 2017. By 2020, 121 public senior high schools and 628 national primary and secondary schools have been approved, with a total of 749 schools, allowing schools to transform existing libraries or spare spaces to become a community reading station. The purpose of this research is to explore the effect of library space renovation. Taking the seven national primary and secondary school community reading stations in Hualien County that were applied for from 2017 to 2018, as examples, teachers who were planners and users who were involved in the planning were fully analyzed. Through the interview method, we can understand teachers` feelings and thoughts in the process in regards of planning space renovation, as well as users` opinions and suggestions on the use of the library after the renovation, and put forward conclusions and suggestions after comprehensive analysis. These finding could be used as future references for school subsidy from Ministry of Education planning to set up community co-reading station.\nAccording to the research results, the following conclusions are put forward: (1) Providing a comfortable reading environment and creating a reading atmosphere are the key points of school renovation; (2) The design of flexible space meets the needs for teaching, learning and leisure; (3) Space design and planning are not teachers’ expertise, the advice from professional team to assist and refer to other schools` renovation experiences are suggested; (4) After the space renovation, the willingness to use the library will be improved, and the interviewees all gave positive evaluations in regards of renovation space; (5) The management of manpower on campus community co-reading stations might be insufficient and there exists hidden concerns about campus safety; (6) Due to the lack of experience in relevant library design, construction manufacturers and engineering procurement systems, of the designer’s from the eastern region, might affect the effectiveness of space renovation implementation.\nBased on the above research conclusions, two suggestions are summarized: (1) Through experience sharing and inheritance, and hence establishing a mentoring mechanism; (2) Subsidy funds to enrich the dedicated manpower of the campus community co-reading station, and establish supporting measures relating to campus safety.