新北市技術型高中師生對實習場域環境美化的教學與學習感受分析

An Analysis of Teachers’and Students’Perceptions of Teaching and Learning in Beautified Practical Training Environments in Vocational High Schools in New Taipei City

本文旨在探究「新北市技術型高中打造頂尖+PLUS雙美未實施計畫」（以下簡稱雙美未計畫）於技術型高中的實施情形，並分析師生對美感實習場域在美感體驗、學習氛圍、學習成效與環境功能等面項之教與學感受。研究同時比較教師與學生對場域改造評價之異同，以了解不同角色對環境改造的期待與實際感受差距，並據以提出雙語美感實習場域設計與教學運作之優化建議，作為新北市技職教育環境改善及相關政策精進之參考。本研究以新北市五個已完成改造之技術型高中美感實習場域為對象，調查師生對實習工場美化後的學習感受及其影響因素。共回收教師15份、學生161份有效問卷，運用平均數、標準差及Mann–Whitney U檢定分析師生在各評估指標上的差異，以了解美感環境對學習氛圍的影響程度，同時收集教師及學生在美化課程中所體驗到的情感反應與認知評價，探討這些因素如何影響學生的學習態度和參與度，問卷結果將有助於理解師、生在美感教育環境中實習課程的學習現況、需求與期待，進而改善教學設計、環境佈置和實習場域美感教育的實施策略。在分析17個評估項目後，結果顯示計畫中的實習工場美化改造在多方面產生重要的影響，且教師評價普遍高於學生。在「學習環境更加舒適」和「更加安全」這兩項評價差異較小，反映師生雙方都認同改造在這兩項基本功能上的成功。然而，「雙語標示提升專業英文」在師、生兩個群體中均獲較低評分，顯示需要更多的關注與介入措施。調查也顯示，大部分的學生對改造後的整體環境感到滿意，認為能激發學習動機。教師普遍認為新空間有助促進教學互動，提高學生參與度和教學效果。基於問卷發現，本文提出加強師生溝通、優化雙語標示設計與教學融入、提高學生參與感與主動性、建立場域使用成效之追蹤與評估機制、提供政策層面協助、擴大成果分享提升技職形象等建議，以進一步提升計畫效果，滿足教學和學習需求。未來可待更多的美感實習場域建置完成後，深入探討觀點差異的具體原因等，為技術型高中的美感教育環境建設提供了新的方向和建議。

This study explores aesthetic environmental education, particularly its application in the practice venues of technical high schools in New Taipei City. In the context of globalization and digitalization, cultivating technical talents with aesthetic literacy and an international perspective has become increasingly crucial. Through an analysis of the ''New Taipei City Technical Senior High School Top+ PLUS Aesthetic Future Implementation Plan,'' this study aims to provide insights and recommendations for the development of aesthetic education environments in technical high schools. This study investigated teachers’and students’perceptions of teaching and learning after the aesthetic renovation of five practical training environments in technical high schools in New Taipei City. A total of 15 valid teacher questionnaires and 161 valid student questionnaires were collected. Descriptive statistics, including mean and standard deviation, were used to examine overall response patterns, while the Mann–Whitney U test was conducted to compare differences between teachers’and students’perceptions across 17 evaluation items. In addition, participants’emotional responses, cognitive evaluations, and views on the renovated learning spaces were analyzed to understand how aesthetic environments may influence students’learning attitudes, participation, and perceived learning experiences. Analysis of 17 evaluation items revealed that the aesthetic renovation of practice venues had significant impacts across multiple aspects, with teachers generally rating the improvements higher than students. The differences were particularly notable in some areas. The smallest discrepancy was observed in ''learning environment becoming more comfortable'' and ''enhanced safety,'' indicating that both teachers and students recognized the success of these basic functional improvements. However, ''bilingual signage enhancing professional English proficiency'' received relatively low ratings from both groups, suggesting a need for greater attention and intervention. The survey also found that most students were satisfied with the renovated environment, believing it stimulated their learning motivation. Teachers generally perceived the new space as facilitating instructional interaction, increasing student engagement, and enhancing teaching effectiveness. Based on the findings of the questionnaire, this study proposes several recommendations to enhance the effectiveness of the program and better meet the needs of teaching and learning. These include strengthening communication between teachers and students, optimizing bilingual signage design and integration into teaching, increasing student engagement and initiative, establishing a mechanism to track and evaluate the effectiveness of space utilization, providing support at the policy level, and expanding the dissemination of results to elevate the image of vocational education. As more aesthetic learning spaces are constructed in the future, further research can explore the specific reasons behind the differences in perception, offering new directions and insights for building aesthetic educational environments in technical and vocational high schools.