教室植栽及其可視性、距離、代體對學生身心理之影響

Influences of Plants and Their Visibility, Distance, and Surrogate in a Classroom on Students’ Psycho-physiology

韓可宗、林桓丞（2006）以準實驗的研究方法發現：放在教室後方的植栽有益學生的情緒、健康、行為。因此本研究之目的為：進一步探討教室中有無綠化、綠化的可視性、與植栽的距離、以及真實植栽相較於植栽照片，對學生在情緒、生理、頭腦認知、復癒的影響。本研究採準實驗法，以臺中市太平國中的35位學生為受測對象，進行為期一整個學期的研究。結果發現：2%的教室綠化面積，即有助於福祉感受；教室前方明顯可見的植栽，比教室後方不明顯可見的植栽，能顯著改善狀態焦慮；植栽放置於教室後方不明顯可見之位置，比植栽照片放置於相同之位置，能顯著增加福祉感受；無論距離真實植栽還是植栽照片近，都比距離遠，能顯著紓解狀態焦慮。 Han and Lin’s (2006) quasi-experiment study found that plants at the back of a classroom were helpful for students’ emotion, health, and behavior. Thus, the purpose of this study was to further examine the influence of classroom greenness, visibility of greenness, distance of plants, and actual plants versus pictures of plants on the students’ emotion, physiology, cognition, and restoration. This study was a quasi-experiment, which recruited 35 students at the Taiping Junior High School, Taichung as the subjects and lasted for a whole semester. The results indicated that even 2% greenness of the classroom floor was significantly conducive to well-being, more visible plants at the front of the classroom significantly reduced more state anxiety than less visible plants at the back of the classroom, less visible plants at the back of the classroom significantly increased more well-being than less visible plant pictures at the same location, and either closer to actual plants or plant pictures significantly reduced more state anxiety than farther away from either one.

Han and Lin’s (2006) quasi-experiment study found that plants at the back of a classroom were helpful for students’ emotion, health, and behavior. Thus, the purpose of this study was to further examine the influence of classroom greenness, visibility of greenness, distance of plants, and actual plants versus pictures of plants on the students’ emotion, physiology, cognition, and restoration. This study was a quasi-experiment, which recruited 35 students at the Taiping Junior High School, Taichung as the subjects and lasted for a whole semester. The results indicated that even 2% greenness of the classroom floor was significantly conducive to well-being, more visible plants at the front of the classroom significantly reduced more state anxiety than less visible plants at the back of the classroom, less visible plants at the back of the classroom significantly increased more well-being than less visible plant pictures at the same location, and either closer to actual plants or plant pictures significantly reduced more state anxiety than farther away from either one.