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研究生： 熊瑛
Xiong, Ying
論文名稱： 全齡友善：明日的連續性照顧學區——以台北老松國小學區為試點的設計提案
Oldtopia：All-age-friendly Block of Tomorrow
指導教授： 吳光庭
Wu, Kwang-tyng
共同指導教授: 陳柏宗
Chen, Po-tsung
宋立文
Song, Li-wen
學位類別： 碩士
Master
系所名稱： 規劃與設計學院 - 建築學系
Department of Architecture
論文出版年： 2018
畢業學年度： 106
語文別： 中文
論文頁數： 108
中文關鍵詞： 全齡友善 、連續性照顧學區 、老松國小 、閒置校舍 、終身教育
外文關鍵詞： All-age-friendly, Continues Care Education Community(CCEC), Taipei Lao-song elementary school, Vacant school space, Life-long learning
相關次數： 點閱：163  下載：7 
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    • 本研究基於台灣高齡化與少子化趨勢嚴峻的現狀，關注當下高齡友善空間不足及閒置校舍再利用的雙熱點議題，期冀以友善環境更新作為統整策略，推動明日的連續性照顧學區的建構。選定具有閒置校舍（非廢校）的都市學區為研究範圍，以全齡友善為目標，探討如何運用設計的力量實現具有終身教育觀以及無差別照顧體驗的新型社區。
    研究共分為三個階段。

    研究第一階段採用模糊層級分析法（FAHP），建構以閒置校舍為核心的「高齡友善街區」的評估模式；評估面向包括「高齡友善街區」建構之「文化街區」、「校園環境」、「校舍建築」三大面向，分別對應城市設計、校園規劃、建築設計三個規劃設計層次，以作為建立評估體系之核心架構與基礎。整體權重排名前十的為：Top1學生與家長的支持0.055，Top2校方支持0.052，Top3無障礙設計0.050，Top4動靜分區0.048，Top5居民支持0.047，Top6可達性，Top7避難場所0.042，Top8高齡教育0.040，Top9物理環境0.039，Top10衛浴升級0.037。

    研究第二階段，是對「閒置校舍（非廢校）所在學區更新為高齡友善街區影響因子」 進行信效度問卷檢查。本問卷為評估閒置校舍（非廢校）所在學區更新為高齡友善街區的影響因子內容描述適宜性而設置，以擬定一份具有信效度的檢核表，提供給未來的都市更新部門及規劃設計者在具體規劃設計項目前期，用於檢視和評估待更新項目在文化街區、校園環境、校舍建築這三個面向上所具條件的適宜程度。

    研究第三階段，是選擇台北萬華區老松國小所在學區為設計試點範圍。從都市、街區、建築三個尺度進行研究結果的在地化實踐。從「高齡友善」轉為「全齡友善」選擇這片充滿歷史感的街廓作為老少同樂的連續性照顧試驗場，一定會新成一個獨特的理想街區模型。

    SUMMARY

    As a result of the aging and the lowering birth rate of Taiwan, the demands of adding seniority spaces and reusing vacant school spaces are expanding day by day. Focusing on these current hot spots, the study attempts to develop a new design model of all-age-friendly street block of tomorrow in campus district. A friendly environment renewal strategy will play a great role in Continues Care Education Community (CCEC) construction. The metropolitan area with idle school (non-abolished school) is selected as the research object. With the views of life-long learning and undifferentiated care, to explore the design strategy of the all-age-friendly street block of tomorrow as a fresh type of community is the core target in this study.

    INTRODUCTION

    In recent years, how to provide appropriate learning and care for elder in the community with the view of education is a focal issue in the provision of long term care services. With the view of life-long learning, this study explores how to use local school and community scenarios to help all-age people acquire local learning and living practices in order to create the original appearance and the reference patterns of local life care.

    Through collecting and reviewing the latest domestic and foreign literatures on the reuse of unused campus space, advanced age-friendly cities, cross-generational interactions, life-long learning and creative aging, the study develops the unique impact factors library of age-friendly neighborhoods from the aspects of urban planning and architecture design , forming the research theoretical basis.

    The research is divided into three stages. In the first phase of the study, FAHP method was used to construct the assessment model of "Age-friendly neighborhoods" with idle school spaces in Taiwan. The second phase of the study invites experts to examine the validity and reliability of the questionnaire for "the impact factors of renovating a school district (non-abolitionist) to the age-friendly neighborhoods" and to develop a checklist for architects and urban planners to use. The third phase of the study is to select the typical school district to design where Lao-song Elementary School of Wan-hua District in Taipei City is.

    MATERIALS AND METHODS

    In the first phase of the study, FAHP was used to construct an assessment model for "age- friendly neighborhoods" centered on unused school spaces in Taiwan. The evaluation model was designed to assess the "cultural neighborhoods", "campus environments" "School building" three major directions, respectively, corresponding to urban design, campus planning, architectural design of the three planning and design levels, as the establishment of the core structure and basis of the assessment system. The subject of this research is to update the campus idle space to a age-friendly space instead of a vacant school space. The result shows the top 10 overall weights are: Top1, Student and Parental Support 0.055, Top2, School Support 0.052, Top3, Accessible Design 0.050, Top4, Zonal 0.048, Top5, Resident Support 0.047, Top6, Reachability, Top7, Refuge Place 0.042, Top8, Preschool Education 0.040, Top9, Physical Environment 0.039, Top10, Bathroom Upgrade 0.037.

    The second phase of the study examines the validity and reliability of the questionnaire for "Update the Affected Factors of School District where Existing School (Non-Abolitionist) Is Located to Age-Friendly District". This Questionnaire is designed to assess the suitability of the description of the impact of the updating of the school district where no-spare school (non-abolitionist school) is located to the friendly neighborhood of old age. The purpose of this Questionnaire is to provide a validated checklist for future urban renewal departments and planners to view and assess the suitability of the projects to be renovated in these three aspects of cultural blocks, campus environment and school building in the early stage of a specific planning and design project.

    The third phase of the study is to select the district where Lao-song Elementary School, Wan-hua District, Taipei City, is located as a design pilot area. From the city, block, building the three dimensions of the localization of the results of the practice. The total area of the school district is 406,341 square meters. The aging and under-developed status are higher than the average level in Taipei. According to the March 2017 statistics, the total number of people of school districts is 20429, the number of senior citizens over the age of 65 is 3441, and the number of children under 14 years of age is 2,380. Among them, Lao-song was once a famous boycott in the 1960s, with 11,110 students enrolled during peak periods. At present, the total number of undergraduates in primary education is less than 500, and a large amount of school space is idle or moved for other use; Peel Lao historic district and local culture center has now become Wan-hua District and even the entire Taipei text brigade new business card, the Qing Dynasty left behind the business street profile and Peel Lao historical context to attract the sea inside and outside tourists to visit. Choose this piece of full of historical sense of the street as the continuity of care for the old and the young to take care of the test site, will certainly open a unique new neighborhood model.

    RESULTS AND DISCUSSION

    Studies have shown that when school buildings are used as a care area for elder people, the following traits are more likely to result: 01, to gain a positive attitude toward learning; 02, to establish confidence in promoting self-reliance by a learning process; 03, to assist them to regain the pace of individualized life; 04 , to enable them to acquire new learning and interaction partners; 05, to reduce the psychological pressure of community; 06, to promote inter-generational interaction and make it a place for life education; 07, to provide a platform to facilitate the intervention of health promotion and prevention

    In general, it's effective to relieve the fear of care facilities of elder people by reusing campus deserted space in community. Furthermore, it may be turned into a sustainable learning place positively. Elderly will get consequent supports and assistances from the residence as a result of the combination design of school spaces and caring activities. Thus, better impressions of elder people will be seen and the community integration will extend their past community life effectively.

    目 錄 第一章 緒論..................................................1 1-1 研究緣起：台灣高齡少子化趨勢下長照服務的新機遇......................1 1-2 研究方法：層級分析法問卷設計及試點學區方案設計......................4 1-3 研究目的：建構無差別照顧體驗的全齡友善街區樣板......................5 1-4 研究及設計對象：臺北市萬華區老松國小學區............................5 第二章 「以閒置校舍為核心的高齡友善街區影響因子」的問卷設計.....8 2-1 相關理論............................................................8 2-1-1 高齡友善城市、創意老化及終身教育的觀點............................8 2-1-2 閒置空間、高齡空間及在地老化三者的關係............................9 2-2 影響因子...........................................................10 2-2-1 以指導規劃設計階段為原則選擇影響因子.............................10 2-2-2 以街區、環境及建築三面向歸類影響因子.............................13 2-3問卷設計...........................................................16 2-3-1 層級分析法目標體系建構...........................................16 2-3-2 評估面向與評估要項說明...........................................18 2-4問卷調查...........................................................19 2-4-1 結果分析.........................................................21 2-4-2 結果討論.........................................................26 第三章 「以臺北萬華區老松國小學區為試點」的方案設計..........28 3-1 設計定位...........................................................28 3-1-1 高齡「不夠」友善的現狀與成因分析.................................30 3-1-2 「高齡友善街區」與「全齡友善學區」...............................30 3-2 設計分析...........................................................32 3-2-1 老松國小學區在地資源分析.........................................32 3-2-2 老松國小街廓在地建物分析.........................................35 3-2-3 設計對象研究與設計規模測算.......................................38 3-3 規劃設計...........................................................40 3-3-1 以設計實現機能重組...............................................42 3-3-2 以設計引導活動熱情...............................................46 3-3-3 以設計杜絕照看死角...............................................51 3-4 建築設計...........................................................52 3-4-1 老少共學與終身教育區.............................................53 3-4-2 高齡照顧區設計與改造.............................................55 3-4-3 文體設施服務在地居民.............................................59 第四章 結論與建議...........................................63 4-1「全齡友善學區」的未來圖景..........................................63 4-1-1 老少共學、跨世代互動的當下與未來.................................64 4-1-2 全齡友善學區的理想模型建構大數據.................................65 4-2 究竟是誰的「全齡友善學區」？.......................................65 4-2-1 建築師人文關懷的烏托邦...........................................66 4-2-2 城市管理者的美麗新世界...........................................67 4-3 以批判的角度審視「全齡友善學區」...................................68 參考文獻....................................................70 附 錄 附錄1 第一階段專家評估問卷............................................72 附錄2 第二階段專家評估問卷............................................88 附錄3 供規劃部門及規劃設計者使用的檢核表..............................96 附錄4 專家問卷原始數據................................................99 附錄5 第三階段方案設計圖紙.......................................... 103 表 目 錄 表2-1 第三層級影響因子文獻疊整........................................11 表2-2 第二層級影響因子文獻疊整........................................13 表2-3 評估體系........................................................16 表2-4 專家問卷之專家背景資料..........................................20 表2-5 計算樣本........................................................20 表2-6 整體權重分析....................................................24 表3-1 老松國小街廓在地建物待活化面積..................................38 表3-2 老松國小街廓在地建物保留情況....................................38 圖 目 錄 圖1-1 台灣高齡化與少子化態勢...........................................1 圖1-2 長期照顧2.0發展圖...............................................2 圖1-3 高雄大同福樂學堂.................................................3 圖1-4 長照2.0-ABC社區整體照顧模式.....................................3 圖1-5 研究方法.........................................................4 圖1-6「萬人國小凋零 老松今剩458學生」 新聞報道.........................5 圖1-7臺北老松國小學區範圍..............................................6 圖1-8臺北老松國小學區範圍及都市印象....................................6 圖1-9 1897~1974臺北老松國小學區歷史更迭................................7 圖1-10 老松國小街廓今夕對比圖..........................................7 圖2-1 層級分析體系建構................................................15 圖2-2 各層級項目之權重................................................23 圖2-3 以閒置校舍為核心高齡友善街區建構圖示............................26 圖2-4 整體權重Top10影響因子...........................................27 圖3-1 某日間照顧中心週一至週五8:00-17:30課程安排......................28 圖3-2 某日間照顧中心平日課程與活動實景................................28 圖3-3 台北車站內景....................................................29 圖3-4 某日間照顧中心老少同樂場景......................................30 圖3-5 單向人生圖示....................................................31 圖3-6 交互人生圖示....................................................31 圖3-7 以學校作為交點設................................................31 圖3-8 上位規劃圖示....................................................32 圖3-9 在地資源圖示....................................................33 圖3-10 公共交通圖示...................................................33 圖3-11 公共設施圖示...................................................34 圖3-12 長照服務據點圖示...............................................34 圖3-13 資源整合圖示...................................................35 圖3-14a 老松國小街廓..................................................36 圖3-14b 老松國小街廓..................................................36 圖3-15 老松國小街廓歷史變遷...........................................37 圖3-16 老松國小街廓在地建物...........................................37 圖3-17 設計重點服務對象...............................................39 圖3-18 終身教育理念...................................................40 圖3-19 校園環境.......................................................41 圖3-20 校園現有迴廊...................................................41 圖3-21 規劃雛形.......................................................42 圖3-22 總平面圖.......................................................43 圖3-23 機能分析圖.....................................................44 圖3-24a 新建風雨廊....................................................45 圖3-24b 新建風雨廊....................................................45 圖3-24c 新建風雨廊....................................................46 圖3-25 慢跑步道鳥瞰圖.................................................46 圖3-26 臨高齡照顧區活動設計圖示.......................................47 圖3-27 「共食」為串聯的活動網絡.......................................47 圖3-28a 臺地設計......................................................48 圖3-28b 臺地設計......................................................48 圖3-29 臨幼兒照顧區活動設計圖示.......................................49 圖3-30 臨剝皮寮歷史文化區活動設計圖示.................................49 圖3-31a 院落空間......................................................50 圖3-31b 院落空間......................................................50 圖3-32 漫步道內部活動設計.............................................51 圖3-33 剖面設計.......................................................51 圖3-34 休憩空間設計...................................................52 圖3-35 關懷模組設計...................................................52 圖3-36 教育機能環.....................................................53 圖3-37 校園原入口.....................................................53 圖3-38a 入口改造圖示..................................................54 圖3-38b 入口改造圖示..................................................54 圖3-39 老少共學區平面圖...............................................54 圖3-40 二層平面圖.....................................................55 圖3-41 首層平面圖.....................................................56 圖3-42 日間照顧中心局部放大平面圖.....................................57 圖3-43 團體家屋局部放大平面圖.........................................58 圖3-44 兩種住宿單元...................................................58 圖3-45 獨立門戶設計...................................................59 圖3-46 親子圖書館平面圖及入口.........................................60 圖3-47 24小時學習迴廊.................................................60 圖3-48 康體泳池平面圖及入口...........................................61 圖3-49 康體泳池內景...................................................61 圖3-50 露天劇場透視圖.................................................62 圖3-51 露天劇場夜景...................................................62

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