「依托邦的行動研究」：從學生實踐社造 剖析建築設計教育 -以環境資源教育學堂建置計畫為例

Abstract

摘要 本研究旨在剖析建築學生在農村真實場域中，實踐社區營造及參與式設計之跨域學習過程；以113年度大專生農村實踐共創計劃於臺中市豐原區公老坪社區之環境資源教育學堂建置過程為研究案例，建築背景之學生團體與公老坪社區產業發展協會、主婦聯盟環境保護基金會合作，於計劃期間協力社區居民規劃設計與營造「環境資源教育學堂」，並探討參與式設計與農村實踐場域規劃之脈絡關係，從中了解跨域合作之參與式行動運作及效益，提出設計教育實踐的參考案例及後續歸納與反思。 以質性研究的參與觀察法為主要研究方法，筆者實際參與學生團體及跨域團隊於設計與營造過程之行動，紀錄社區參與式設計與營造工作坊課程執行歷程分析歸納並檢討，結合焦點訪談關係人於計畫過程中的心得與回饋，後分析整理相關文獻及探討對比其他學生團體類似學習經驗以建立理論背景，作為建築設計跨域教育實踐的參考案例之論述基礎，分析行動歷程之關鍵議題，提出研究結果的價值與反思。

Abstract This study aims to examine the interdisciplinary learning process through which architecture students engage in community building and participatory design within a real-world rural context. The research focuses on a case study from the 2024 University Student Rural Co-Creation Program, specifically the construction of an Environmental Resource Education Hall in Gonglaoping Community, Fengyuan District, Taichung City. In collaboration with the Gonglaoping Community Industry Development Association and the Homemakers United Foundation, architecture students worked alongside local residents to co-plan, design, and construct the education hall. The study explores the contextual relationship between participatory design and rural planning practices, seeking to understand the dynamics and benefits of interdisciplinary participatory actions. It offers a reflective case for design education practices.

The primary research method is qualitative participant observation. The author took part in the student team’s planning and construction processes, documenting and analyzing the implementation of participatory design workshops. Focus group interviews were conducted with key stakeholders to collect feedback and reflections throughout the project. The study also reviews relevant literature and compares similar learning experiences from other student groups to establish a theoretical framework. Through the analysis of critical issues in the process, this research highlights the significance and reflections of interdisciplinary architectural education in action.