日治時期臺灣公學校校園景觀的形成

The formation of campus landscape in Public School during Japanese Ruled Period.

日治時期近代學校成立以來，校園便開始出現花圃綠樹等植栽。本文旨在透過法規規範，教育期刊以及公學校檔案釐清與校園景觀相關的教育活動與意義。「學校園」可包括學校中各項植栽與畜牧園區。明治38年（1905），臺灣教育界開始討論‘「學校園」的設置，定位出培養「美的感知」、「勤勞道德」、提供「理科直觀教材」，「實驗適當植物」以及「提升農業技術」等教育目的。「實驗適當植物」為透過栽植實驗以改良在地作物，與嘗試種植自南洋等地引進的熱帶植栽。因此學校植栽成為總督府塑造臺灣熱帶意象的一環。「提升農業技術」明示公學校教育有意於培養農村基本人力，相較日本或臺灣的小學校著重栽花蒔草的教育，更具殖民色彩。對於統治者而言，學校空間是有別於教科書的工具，透過視覺與勞作教化引導學生符合統治的教育理想。政權轉移之後，校園中農業實習的教育功能褪去，存在的造景仍舊保存著美感視覺規訓，以及等待被賦予新教育指標的可能性。

"Since the establishment of schools during Japanese Ruled Period, plantings such as flowerbeds and green trees began to appear in the campus landscape. This research aims to explore the establishment process of the school ground. To clarify their educational significance through regulations, education journals and Public Schools files. ''School Ground'' may include various planting and animal husbandry places in the school. In 1905, Taiwan's education research began to discuss the setting of a ''School Ground'', gradually positioning the cultivation of ''beauty perception'', ''diligent ethics'', functions as ''science materials'' and ''experimental crops'' and ''improve Agriculture skill''. Among them, ''experimental crops'' refer to the improvement of local crops through planting experiments and attempts to plant tropical plants introduced from Southeast Asia and other places. ''Improve Agriculture skill'' explicitly means that the education of Public School intends to cultivate basic human resources in rural areas and is more colonial than Japanese or Taiwanese Elementary Schools that focus on planting flowers and plants. For Rulers, the campus area is a tool different from textbooks, guiding students to conform to the education concept of the government through visual and labor education. After the regime change, the characteristic of campus agricultural education disappeared, and the existing landscaping still preserves the aesthetic discipline, and the possibility of being given new educational indicators."