從環境識覺建置學校文化景觀與發展學校本位課程之研究

A Study of Developing the School-based Curriculum and Building a School Cultural Landscape through Environment Perception

本研究目的旨在探究，學校如何透過環境識覺，建置學校文化景觀，及發展學校本位課程；以個案研究方法，採視覺投射技術、田野觀察、訪談、文件蒐集、文獻分析等方法蒐集資料，進行分析及歸納。獲得三項研究結論，包括（一）實踐學校本位課程的歷程即是透過環境識覺理解找到空間詮釋權的歷程；（二）學校教師可經由環境識覺，找到文化符碼並依此建置學校文化景觀；（三）學校可從環境識覺建置學校文化景觀後，發展出學校本位課程的策略模組。

The purpose of this study was to explore how the school develop the school-based curriculum and build a school cultural landscape through environment perception. The research was conducted through a case study approach. Followed were the analysis of data collected from the field observation, interviews, relevant documents and literature review . The research findings showed three conclusive points respectively listed as below: (1) The process of school-based curriculum is exactly the courses to find spatial insight through environmental perception and understanding. (2) Teachers in schools can find cultural symbols through environmental perception to find cultural codes and establish cultural landscapes accordingly. (3) Schools can develop strategic modules of school-based curriculum after environmental perception is meant to establish cultural landscapes.