建築即歷史與文化，學校建華在歷史軌跡的發展中，兼具創造、傳承和延續文化的重任。近十雖年來，臺灣的學校建築，在規畫理念上，確有長足的進步，惟應如何進一步擺脫規格和經費標準化的困境，形塑關懷本土的教育環境，使我們的教育有根著之處，實是值得吾人深思的課題。 本士教育是引導學生對其本國、本鄉、本地、當地區域或地域鄉旦等生活空間的歷史文化、人文社會和自然環境，進行價值澄清與培養鄉土情懷之歷程，其目的在使學習者透過尋根溯源的歷程，凝聚地域認同感和歸屬感，蘊涵關心愛護鄉土的情懷與胸懷世界的高尚情操。 學校建築的本土教育環境規畫，可從校舍建築的設計、庭園景觀的規畫、校園史蹟的保存和學校環境的運用等四個方向努力，以為邁向二十一世紀的教育，注入一份關懷本土的溫馨，重立永續發展的根基。

Architecture embodies a society's history and culture. Historically the school building has had the important re• sponsibilities to create something new and to extend the process of acculturation. In the past few decades, the schol buildings here in Taiwan has had a great improvement in the ideas of planning. It is worthy for us to think how to move further ahead and shake off a bad fix of standardization in the scale and expenditure of new shcool buildings to create an educational environmentfor our education to be rooted in indigenousness. Indigenous education is a process to direct students to do some value clarifications and to cultivate a vernacular sentiment about the history and cul-ture , the humanistic so- ciety and the natural environment of the life space of one's native place. The purpose of indigenous education is to let the students go through a process in- which they can trace back to our cultural roots, then to breeds a feeling of one's identification of and belongingness to their own hometown. Thereby, our students can care much about their native towns and cherish lofty sentiments for the world. There are four goals directions for the environmental planning of indigen-ous education for school buildings : the the design of the schoolhouse , the plan-ning of campus land- scape, the preservation of the historic relics in the campus , and the utilization of the school environment . Based on these, we can expect lots of warm caring about our local ed- ucation and expect it to go into the twenty-first century and to last forever on a very solid foundation.