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題名：幼兒活動室的設計與配置
書刊名：初等教育學刊
作者：湯志民 引用關係
作者(外文)：Tang, Chih-min
出版日期：2001
卷期：10
頁次：頁199-228
主題關鍵詞：幼兒活動室；空間設計；配置
原始連結：連回原系統網址new window
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幼兒教育者對教室的物質環境甚有興趣，主要在於幼兒與環境互動對發展至為重要，或更實際的是，教師能以環境設計來管理幼兒行為。通常，兒童的學校建築經驗都是受制於他 (她) 自己的教室，就幼兒園而言，活動室是幼兒學習和生活的核心，幼兒活動室的空間設計和配置，對幼兒的成長和發展自有舉足輕重的影響。 幼兒活動室的設計與配置應考慮的要項，包括：(1)空間大小：幼兒活動室應有的面積、空間太大或太小的處理；(2)學習區量：學習區的種類、學習區的數量、學習區的空間；(3)區位安排：學習區的相關角區、相關學習區的配置、學習區的邊界界定；(4)動線設計：動線的流暢和安全、動線影響教室配置；(5)情境布置：情境布置的主題、教室情境的設計、教室立面的布置；(6)教室管理：幼兒紀律的要求、學習區人數的管制、附屬設備的管理；(7)物理環境：教室的聲音、教室的光線、教室的色彩、教室的溫濕度。本文並提出一般幼兒活動室與無障礙幼兒活動室的配置範例，俾利於對幼兒活動室的空間設計和配置作統整的思考。
The educators in children have been deeply interested in the physical environment of classroom, due to the fact that the interaction between children and the environment plays an essential role in their development, and the more practical fact that the behaviors of children can be managed by the environment design. Oftentimes, children's experiences of school architectures are limited to their own classrooms. In terms of kindergarten, activity room is the core of young children's learning and living. Thereby, the space design and arrangement of activity room have a considerate influence on children's growth and development. The design and arrangement of children's activity room will be specified by eight parts, including (1) the size of space: ought-to-be size of activity room, dealing with too much or too little space; (2) the number of learning area: kinds of learning area, number of learning area, space of learning area; (3) the arrangement of areas: comers relative to learning area, arrangement of learning areas concerned, boundary of learning area; (4) the design of traffic flow patterns: flowing and safety, the influence of traffic flow patterns on the arrangement of classroom; (5) the decoration of setting: themes of decoration, design of decoration, decoration of wall and ceiling; (6) classroom management: required discipline, limited number of young children in learning area, management of facilities; (7) physical environment: sounds in classroom, lights in classroom, colors in classroom, temperature and humidity in classroom. Finally, the examples of classroom arrangement and inclusion classroom organization will be provided to give whole picture about the design and arrangement of children's activity room.
期刊論文
1.湯志民(20010400)。幼兒學習環境的建構和設計原則。初等教育學刊，9，135-169。new window  延伸查詢new window
2.Weinstein, C. S.(1979)。The physical environment of the school: A review of the research。Review of Educational Research，49(4)，577-612。  new window
研究報告
1.黃世孟、劉玉燕(1992)。幼稚園建築計畫準則研究。台北：內政部建築研究所。  延伸查詢new window
圖書
1.賴佳媛、姚孔嘉(1998)。幼兒園環境裝飾設計與制作。廣州：新世紀。  延伸查詢new window
2.Beaty, J. J.(1992)。Preschool-- Appropriate practices。Orlando, FL：Harcourt Brace Jovanovich Collage Publishers。  new window
3.Evertson, C. M.、Emmer, E. T.、Worsham, M. E.(2000)。Classroom management for elementary teachers。Boston：Allyn and Bacon。  new window
4.Pattillo, J.、Vaughan, E.(1992)。Learning centers for child-centered classrooms。Washington, DC：National Education Association。  new window
5.Spodek, Bernard、Saracho, Olivia N.(1994)。Right from the Start: Teaching Children Ages Three to Eight。Needham Heights。  new window
6.黃永材(1982)。世界現代建築圖集03：幼稚園‧養老院‧學校宿舍。臺北：茂榮圖書公司。  延伸查詢new window
7.湯志民(2000)。學校建築與校園規畫。臺北：五南書局。new window  延伸查詢new window
8.黎志濤(1996)。托兒所幼兒園建築設計。台北：地景企業公司。  延伸查詢new window
9.西日本工高建築連盟(1990)。新建築設計ノ一卜:幼稚園‧保育所。東京：彰國社。  延伸查詢new window
10.Beaty, J. J.(1992)。Skills for preschool teachers。New York：Merrill, an imprint of Macmillan Publishing Company。  new window
11.Billman, J.、Sherman, J. A.(2006)。Observation and participation in early childhood settings: A practicum guide。Boston：Allyn & Bacon。  new window
12.McAuley, H.、Jackson, P.(1992)。Educating young children: A structural approach。London：David Fulton Publishers in association with the Roehampton Institute。  new window
13.Reynolds, E.(1996)。Guiding young children: A child-centered approach。CA：Mayfield Publishing Company。  new window
14.蔡春美、張翠娥、敖韻玲(1992)。幼稚園與托兒所行政。台北：心理出版社。  延伸查詢new window
15.Brewer, J. A.(2001)。Introduction to early childhood education: preschool through primary grades。Boston：Allyn and Bacon。  new window
16.Dunn, Rita S.、Dunn, Kenneth L.、Perrin, Janet(1994)。Teaching Young Children Through Their Individual Learning Styles: Practical Approaches for Grades K-2。Allyn & Bacon。  new window
17.Essa, E.(1996)。Introduction to early childhood education。NY：Delmar Publishers。  new window
18.Shoemaker, C. J.(1995)。Administration and management of programs for young children。Englewood Cliffs, NJ：Merrill, an Imprint of Prentice Hall。  new window
19.Spodek, B.、Saracho, O. N.、Davis, M. D.(1991)。Foundations of early childhood education: Teaching three-, four-, and five-year-old children。Boston：Allyn and Bacon。  new window
20.Vergeront, J.(1987)。Places and spaces for preschool and primary(Indoors)。Washington DC：National Association for the education of young children。  new window
21.教育部國民教育司(1989)。幼稚園設備標準。臺北：正中書局。  延伸查詢new window
22.Graves, S. B.、Gargiulo, R. M.、Sluder, L. C.(1996)。Young children: An introduction to early childhood education。New York：West Publishing Company。  new window
23.Marion, M.(1991)。Guidance of young children。New York：Maxwell Macmillan International Publishing Company。  new window
24.Seefeldt, C.、Barbour, N.(1994)。Early childhood education: An introduction。New York：Macmillan College Publish Company, Inc.。  new window
25.White, C. S.、Coleman, M.(2000)。Early childhood education: Building a philosophy for teaching。Upper Saddle River, New Jersey：Pretice-Hall。  new window
圖書論文
1.張世宗(1996)。幼兒學習空間的規畫與應用。幼兒空間專輯。臺北：教育部國民教育司。  延伸查詢new window
2.Phyfe-Perkins, E.、Shoemaker, J.(1991)。Indoor play environments: Research and design implications。The young child at play: Reviews of research。Washington, DC：National Association for the Education of Young Chidren。  new window
3.Proshansky, H. M.、Fabian, A. K.(1987)。The development of place identity in the child。Space for children: The built environment and child development。Plenum Press。  new window
 
 
 
 
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