從潛在課程觀點探析校園圍牆之設計──以宜蘭縣、台北市的八所學校為例

Analyzing the Design of Campus Fences from the Perspective of Potential Courses—Taking Eight Schools in Yilan County and Taipei City as Examples

本文旨在從潛在課程觀點談校園圍牆的設計，並以宜蘭縣和台北市之八所學校為例加以探析。首先從潛在課程的內涵切入，說明其是學校社會化的一部份，並對學生傳遞關於價值觀、態度和原則的潛在訊息。再則分析近年國內在校園圍牆理念上的變革，並歸納其與潛在課程研究演進的符應相關之處。最後嘗試由潛在課程的觀點與校園圍牆的設計，梳理出校園圍牆設計帶動校園營造建構的可為之處有：「結合通學廊道，建構友善校園」、「深化品格涵養，建構開放校園」、「增進居民參與，建構社區校園」、「拓展美學蘊意，建構美感校園」、「豐富學習資源，建構特色校園」、「納入環境元素，建構永續校園」、「善用科技系統，建構智慧校園」。期能融合學校建築環境和課程議題之間的探討，激盪出更多「境教」思維的深度與廣度。

This article aims to discuss the design of campus fences from the perspective of hidden curriculum, using eight schools in Yilan County and Taipei City as examples for analysis. First, we delve into the concept of hidden curriculum, explaining its role as a part of school socialization and its transmission of underlying messages about values, attitudes, and principles to students. Next, we analyze the recent changes in the concept of campus fences in Taiwan and summarize their relevance to the evolution of hidden curriculum research. Finally, we attempt to outline the potential benefits of integrating the perspective of hidden curriculum with the design of campus fences, including:“Integrating pathways to promote a friendly campus,”“Enhancing character development to foster an open campus,”“Increasing community involvement to establish a community-oriented campus,”“Enriching learning resources to create a unique campus,”“Incorporating environmental elements to build a sustainable campus,”and“Leveraging technological systems to construct a smart campus.”The goal is to combine discussions on school buildings and curriculum issues, stimulating deeper and broader exploration of“environmental cultivation”thinking.