日治時期公學校校園空間的利用與農業實習教育

Abstract

自日治時期近代學校成立以來，校園風景中便開始出現花圃綠樹等植栽。這些植栽除了造景功能外，也被總督府作為培養農業技術的教材，運用於農業教育實習課程中。本研究旨在探討公學校普遍設置的學校園、農業實習地以及學林地三項設備的成立過程，透過法規規範、教育期刊以及公學校檔案釐清其教育活動與意義。

「學校園」可包括學校中各植栽與畜牧園區。明治38年（1905）臺灣教育界開始討論「學校園」的設置，逐步定位出培養「美的感知」、「勤勞道德」，以及作為「理科直觀教材」、「實驗作物」的功能。其中，「實驗作物」為透過栽植實驗以改良在地作物，與嘗試種植自南洋等地引進的熱帶植栽。「農業實習地」與「學林地」則是配合農業實習課程的園地，此二類園區的設置，對於公學校而言具有從收穫獲得「經濟效益」的功能性。

1930年代，學校園等設備轉為強調「愛國奉公」，實習地配合祭祀活動及奉公獻納；校園植樹與學林地，積極配合愛林運動的實施。進到戰爭時期，甚至打破原有課程設計，整片農業實習地改作必勝蓖麻園，完全成為國家供應前線軍需的場所。

對於統治者而言，學校空間是有別於教科書的工具，透過視覺與勞作教化引導學生符合統治的教育理想。政權轉移之後，校園農業教育的性質褪去，存在的造景仍舊保存著美感視覺規訓，以及等待被賦予新教育指標的可能性。

Since the establishment of schools during Japanese Ruled Period, plantings such as flowerbeds and green trees began to appear in the campus landscape. In addition to the landscape, these plants are also used by the Taiwan Sotokufu as teaching materials for cultivating agricultural technology and used in agricultural education practice courses.

This research aims to explore the establishment process of the school ground, agricultural practice sites, and school woodlands. To clarify their educational significance through regulations, education journals and Public Schools files.

"School Ground" may include various planting and animal husbandry places in the school. In the 38th year of Meiji period (1905), Taiwan's education research began to discuss the setting of a "School Ground", gradually positioning the cultivation of "beauty perception", "diligent ethics", and functions as "science materials" and "experimental crops". Among them, "experimental crops" refer to the improvement of local crops through planting experiments and attempts to plant tropical plants introduced from Southeast Asia and other places. "Agricultural Practice Field” and "School Woodland" are garden sites for the agricultural practice courses. The establishment of these two types of parks has the economic benefits from harvests for Public Schools.

In the 1930s, "School Ground " and other equipment changed to emphasize "patriotism and law-abiding", practice sites cooperate with the worship activities and public service; campus planting and school woodlands actively cooperate with the implementation of the Forest-Respect Movement. During the war period, the original curriculum design was even broken, and the entire agricultural practice site was changed to the "Triumph Castor Field ", which completely became a place for the country to supply front-line military.

For Rulers, the campus area is a tool different from textbooks, guiding students to conform to the education concept of the government through visual and labor education. After the regime change, the characteristic of campus agricultural education disappeared, and the existing landscaping still preserves the aesthetic discipline, and the possibility of being given new educational indicators.