台南市政府於2004年提出好望角景觀改善政策，將校園與社區裡閒置之空地進行整頓，美化市容街景，並提供給社區民眾一休憩之場所。政策服務對象為民眾，應對民眾之感受有所討論，以期許校園與社區間能有友善的交流與互動，使校園成為社區之中心，不僅可作為社區大學，也能提供社區辦理活動之場所，而學校活動也可借助社區之人力與資源，為莘莘學子提供多元的教學環境與教材。因此，本研究欲瞭解校園好望角之環境因子對民眾於鄰里安全、變化感知與地方依附之關聯，及其構面與因子間影響關係，並探討不同背景屬性之民眾評價差異，以提供未來設計規劃者或政府投入好望角改造對民眾感受為參考。
本研究範圍選定，依照台南市都發局之好望角成果報告，及已經校園圍牆改造之國小：崇學國小、勝利國小、大同國小為研究範圍。研究對象為校園周邊方圓200公尺內之民眾。共發出431份問卷，回收有效問卷392。經由分析方法得出結果並加以討論。研究結果顯示，「校園好望角環境因子」、「鄰里安全」、「變化感知」與「地方依附」顯著相關。校園好望角環境因子中，「植物植栽」對鄰里安全、變化感知與地方依附影響較大，其次為「戶外家具」與「柵欄圍牆或綠籬」；鄰里安全中，「交通安全」對變化感知與地方依附影響較大，其次為「犯罪安全」；在變化感知中「正向發展」對地方依附影響較大，其次為「環境變化」。由此可知校園好望角環境因子、鄰里安全、變化感知與地方依附之影響性及重要性，其中又以植物植栽、交通安全、正向發展為關鍵因素。而民眾對校園好望角之來訪頻率與停留時間不同，評價也有所差異。
校園好望角為社區與校園間之過渡空間，使校園與社區間有良好的交流與互動，進而增進地方情感。由上述結果可了解如何建構出安全、且為正向發展之好望角，使民眾提升地方依附。建議在規劃設計好望角時，能以綠美化為主，並增加植栽多樣性；在其他人造物方面，挑選與設計時，應注意環境契合與其功能性，而環境的維護與保養亦為重要，以達民眾需求，使其在場域內感到舒適與滿足。如此，不僅地方活絡，也能達到校園社區化，共享資源，成就友善環境。

Tainan city government proposed Good-Looking Corner landscape improving policy. The policy reorganized the vacant lot in campus and neighborhood to beautify the city and provide the citizen venue of recreation. The policy’s target is on the people living in Tainan, so that we should focus on the citizen’s thought in wish for the friendly and positive interaction between neighborhood and campus.
According to the report of Good-Looking Corner(GLC) by Bureau of Urban Development(BUD), Tainan City Government and the schools which had already rebuilt their fence walls, this research took Chongsyue elementary school, Shengli elementary school, Datong elementary school as research area, and execute questionnaire survey on the residents around the campus. Going through regression analysis to explore the relationships among campus Good-Looking Corner environment elements, neighborhood safety, perceived change and place attachment, and used one-way ANOVA to analyze the difference between residents’ remark in different background. The result shows that Good-Looking Corner environment elements, neighborhood safety, perceived change have significant impact on place attachment. Among these elements, vegetation planting, traffic safety and positive development are the most crucial elements. The residents’ remarks are different, as their frequency and time-spent to the campus GLC diverse. Campus GLC is the transition area between neighbor and campus, which increase positive interaction and promote local relationships.
As the result, this research recommends that while planning for GLC, the planner can take vegetation plating as the priority and increase the diversity of vegetation; when choosing and designing artificial facilities, the planner should focus on environment harmony and functionality. Also, the maintenance of environment is important in order to fit residents’ need and make them feel sense of comfort and satisfaction when in the region. Consequently, we can not only instill energy to the neighborhood but also achieve campus localizing and also resource sharing to accomplish friendly environment.

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