臺灣近現代校園空間的起源考察：日本時代臺北市公、小學校校園的構築歷程

Abstract

本論文旨在探討臺灣近現代校園空間的起源與發展，聚焦日本時代（1895–1945）臺北市小、公學校的空間建構過程，藉由歷史文獻與圖資的整理，釐清戰前臺灣新式校園空間的發展與定型。研究緣起於當今臺北市校園空間的廣泛分布與日常性使用，然其形成邏輯卻往往被視為理所當然、少有系統性的追溯。透過回顧傳統教育空間的轉型歷程，並進一步結合教育制度的演進、建築圖說、地政資料與時人言論等，試圖重新建構戰前臺北市初等學校空間的形成機制與歷史意義。 全文共分五章。第一章為序論。第二章說明從荷蘭、清領到日治初期的空間轉變歷程，指出傳統書房、書院作為宗教與儒學教化空間，逐漸被日治初期的新式學校所取代。初期多以書院、廟宇或家屋借用作為臨時教室，隨著標準化校舍設計導入與在地的環境適應，從木造到磚造校舍、從不定向到南側單邊、東西兩側雙邊走廊，長幼、男女的秩空間秩序等逐步內化為標準的校園配置形式。 第三章以「臺灣風格學校」的誕生與普及為主軸，指出1912年《臺灣公學校規則》將設備標準正式法制化，形塑以中軸對稱中央玄關、左右昇降口、紅磚雙層、雙邊走廊、內包式校庭為核心特質的現代校舍設計。儘管1917年起部分標準失去強制性，但後續仍然普遍常見。1920年代臺北市進入設校高峰，受大正民主與內地延長主義影響，小學校與公學校皆納入自治財政與市制預算體系，由市役所提出設校計畫，透過協議會審議並獲得國庫補助執行，反映出地方菁英與殖民官僚之間的協作關係。此時期的校舍施工仍多為加強磚造，惟已逐步滲入鋼筋混凝土構材。 第四章聚焦1930年代都市現代化與戰時體制下的校園建設。關東大地震後的「復興小學校」，成為日本本土普遍推動抗震與防火為導向的基礎，此技術與設計思維亦透過民間土木營造及官方營繕系統逐步傳遞至臺灣。實務上，多數校舍仍登記為磚造或加強磚造，但施工圖與仕樣書顯示，梁柱、樓板、屋頂多已使用鋼筋混凝土，斜屋頂亦過渡至平頂。1936年以後，透過《臺灣都市計畫令》將校地納入都市用地類別，至1944年全市已有四十四處小學校預定地，奠定戰後臺北市教育基礎設施的空間框架。 此外，學校空間的使用也展現其作為近代公共節點的多重功能。日治中後期多次通達允許學校開放作為講習所、美術展覽、投票所與軍事演練場域，加上夜學與青年學校的設置，使校園不僅止於教育用途，更內化為地方生活的核心場域，形塑臺灣現代公共性的重要基底。 綜合而言，本文指出臺北日治時期初等學校空間之建構，不僅是新式教育體制與空間的輸入，更深嵌於傳統地方社會如何過渡到近現代的空間，結合財政體制與都市規劃，校地的公有化、設計的標準化與使用的公共化，三者共構出臺灣校園空間的現代樣式。 透過本研究的系統整理，期能補足既往建築史與教育史研究中對戰前校園發展的討論斷層，亦為當代校園文化資產的保存與再利用提供歷史參照與思考依據。

This thesis examines the historical formation of elementary and public school campuses in Taipei during the Japanese colonial period (1895–1945), aiming to uncover how modern school spaces in Taiwan were constructed through the interplay of colonial governance, architectural standardization, and local participation. Although school campuses are now a common feature of urban life, their spatial and institutional origins remain underexplored. Drawing on historical documents, cadastral records, architectural drawings, and educational regulations, this study reconstructs the development of school spaces prior to World War II. The analysis begins with a review of the transformation from traditional educational spaces—such as academies and private study halls—to early modern schools. These early campuses often reused temples or homes, but gradually adopted standardized designs adapted to the subtropical climate, including dual corridors, red brick structures, and spatial hierarchies by age and gender. By the 1910s and 1920s, school planning had become institutionalized through legal reforms and integrated into local urban governance. The 1912 Public School Regulations established formal building standards, and during the 1920s school construction accelerated under municipal budget systems with national subsidies. While reinforced brick remained dominant, reinforced concrete began to appear in key structural components. In the 1930s, influenced by Japan’s earthquake-resistant “reconstruction schools,” Taipei saw further technical advancement. Although many buildings were still officially listed as brick, blueprints reveal widespread use of concrete. School campuses were also incorporated into the 1936 Taiwan Urban Planning Ordinance, with 44 designated sites by 1944. More than educational facilities, schools became civic spaces used for night classes, exhibitions, elections, and military training. The modern school campus thus emerged as both a spatial and social anchor in Taiwan’s modernization. This study contributes to architectural and educational historiography while offering historical grounding for the conservation and adaptive reuse of school campuses in contemporary Taiwan.