本論文以科學園區裡的文教用地空間作為研究主軸，探討綜合學習空間系統在科學園區內的影響性與創造性。藉由綜合學習空間系統之於當今中華民國教育環境的再定義，打破現行教育體制對於教學活動的束縛與框架，重新梳理科學園區中各式各樣的學習活動，整合園區內族群交流的互動關係，最終形塑理想化的文教用地共享模式。
首先，本研究借助資料蒐集與案例分析，觀察現行體制與學習環境的樣貌，藉以瞭解當今教學現場所面臨的發展瓶頸與困境，並同時研究於科學園區文教用地當中新設教學空間的國家政策與辦學趨勢，討論園區內的族群文化與其之於文教用地的空間使用特性，最後推導出未來科學園區之文教用地可能的空間使用型態。
透過綜合學習空間系統的形塑，整合通用型學習空間系統、多層次動線流動系統、全時共用空間系統等三個空間系統，思考以綜合學習空間作為科學園區中各族群間的互動媒介，將通用型學習空間系統作為定義供公共使用或獨立使用的空間共享切換器，並搭配多層次動線流動系統對於主要動線與次要動線之間的無限次彈性區劃，形塑多族群、多目標使用、高調整性、高創造性的全時共用學習空間系統。 
本研究最終以臺北市北投士林科技園區裡的文教用地作為將空間理論付諸實踐的孵化基地，示範綜合學習空間系統的空間使用型態。透過形塑文教環境的通用性質、滾動公共使用與獨立使用的空間邊界、撥弄族群活動間的多層次流動，在科學園區中創造以綜合活動作為學習介面的空間原型，重新定義文教用地的角色，成為改變中華民國教學環境與優化科學園區的重大助力。

This thesis takes the cultural & educational space in science parks as the main topic of this research. Also, it aims to explore the influences and creativities of the Comprehensive Learning Space System for science parks.
Through the power of the Comprehensive Learning Space System, it is possible to break the fetters and frameworks of R.O.C.’s traditional education system, especially for teaching-learning relationships.
This thesis also aims to reorganize the various learning activities in science parks, integrate the interactions among people and communities, and then create the idealized prototype of the space-sharing relationship of cultural & educational spaces in science parks.
Firstly, this study collects and analyzes several data to observe the current education system in R.O.C., including the learning system, teaching system, and the education environment, to understand the dilemmas and difficulties education authorities face today.
Secondly, the study also focuses on the types of space-using in cultural & educational zone in science parks. With the background of R.O.C.’s current education situation and the understanding of the ethnic groups and cultures in the park, the thesis will deduce the possible pattern of space-using of the educational zone in the science parks in the future.
Thirdly, through the shaping of the Comprehensive Learning Space System, there are three integrated spatial systems: “the Universal Learning Space System”, “the Multi-layer Mobility Flowing System”, and “the Full-time Space-sharing System.
This comprehensive learning space is considered to be the interface of interactions between various communities in a science park, with the “Universal Learning Space System” as the switcher between public spaces and private spaces, and the “Multi-layer Mobility Flowing System” providing infinite switching changes between primary routes and secondary routes, we can finally create a “Full-time Space-sharing System” that is multi-community, multi-target, highly adjustable, and highly creative.
Finally, this study takes the cultural & educational land zone of “Taipei Beitou Shilin Science Park” in R.O.C. as the site of this thesis, putting all the spatial theories created before into practice and demonstrating the space-using patterns of the space system.
As a result, a spatial prototype of integrated learning activities is created in the science park, with shaping the universal-using possibility of the cultural & educational environment, rolling the spatial boundaries between public and private spaces, fostering the multi-layer flowing system within community activities, which redefined the role of cultural & educational land zone as a significant contributor to optimize the educational environment and science parks in R.O.C.

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