如何营造可以提升大学生幸福感的校园？
景观设计学
2023-11-01
来源：景观中国网
原创
本研究通过问卷调查和访谈的方式调研了在同济大学四平路校区校园封闭期间学生们最期望到访的校园场所，并且想象相关活动和情绪体验。
注：本文为删减版，不可直接引用。原中英文全文刊发于《景观设计学》（Landscape Architecture Frontiers）2023年第2期。获取全文免费下载链接请点击https://journal.hep.com.cn/laf/EN/10.15302/J-LAF-1-020066；参考引用格式见文末。
导 读
大学校园疗愈环境的营建有利于提升大学生身心健康。然而，不同疗愈空间的物质空间特征和积极情绪表现的关系尚不完全清晰。本研究通过问卷调查和访谈的方式调研了在同济大学四平路校区校园封闭期间学生们最期望到访的校园场所，并且想象相关活动和情绪体验。研究对积极情绪进行聚类分析，并确定校园场所中的主要积极情绪类型。同时，并将大学校园疗愈环境的主要类型划分为景观空间、运动空间、第三空间、学习空间和生活空间，而后对访谈文本内容进行编码与主题分析，同时对比分析了各空间类型中的积极情绪差异。最后提出，促进积极情绪的场所营造是创造疗愈环境的重要途径，本研究的结论可为疗愈校园规划设计及干预措施提供参考。
关键词
场所依恋；恢复性；疗愈环境；积极情绪；疗愈建成环境；大学校园；校园封闭
场所依恋与疗愈环境：封闭校园中积极情绪与空间类型关系研究
Place Attachment and Healing Environment:
A Study on the Relationship Between Positive Emotions and Spatial Types During Campus Closure
孟丹诚1，徐磊青1,2
1 同济大学建筑与城市规划学院
2 同济大学国家现代化研究院城市更新中心
01 引言
大学校园疗愈环境通过生理、心理和社会途径提升大学生身心健康。除了物理环境影响因素外，情绪感知因素与社会环境因素近年来逐渐成为校园疗愈环境领域探讨的热点。然而，积极情绪与疗愈环境的关系研究尚处于起步阶段，不同疗愈空间的积极情绪表现和物质空间特征之间的关系尚不完全清晰。
因此，研究以中国上海市同济大学四平路校区为例，在2022年疫情封控时期对在校学生进行问卷调研，包括1）空间位置数据和访谈数据的收集；2）积极情绪的空间映射；3）访谈文本分析及与空间类型的关联分析。研究旨在探索：1）大学生在封闭校园内最想到达的场所中的预期情绪有哪些？2）不同空间类型的疗愈环境所引发的积极情绪有何差异？研究旨在拓展场所依恋与疗愈环境的理论研究，为大学校园疗愈环境营造提供设计指导依据。
02 文献综述
场所依恋
“场所依恋”（place attachment）指人与场所的联系，包括情绪、信仰、行为活动等。人、发展过程和场所是场所依恋这一概念的三个维度。关于场所依恋的发展过程和场所的物质空间特征有待深入探索。
积极情绪
诸多研究表明，积极情绪对场所依恋的形成有着正向的影响。积极情绪、积极社会关系与身体健康互相影响。积极情绪影响着学习的重要方面，例如注意力、动机、记忆；积极情绪体验也是减压并促进恢复的关键途径。
疗愈环境
疗愈意味着从偏离健康的状态中进行恢复或寻求改善，是身体、心灵和精神层面恢复的过程。目前校园疗愈环境研究多集中于自然环境带来的益处。
“第三场所”（Third Place）指可供人们社交或聚会的公共场所，面向社区居民或兴趣团体，提供社会联系并营造非正式的社交感，促进自我实现从而改善心理健康。校园疗愈环境研究较为关注社会文化、心理情绪等可促进大学生身心健康的途径。校园中除绿地外的场所也具有多样的疗愈潜力，社区中心等公共活动空间相比自然景观空间更能够提升幸福感，第三场所（如咖啡店、甜品站、零售店）有助于大学生身心恢复并获得愉悦的情绪。
03 研究方法
研究区域
本次研究区域为同济大学四平路校区，分为主校区和其他规模较小的校区，包括彰武路校区、铁岭校区以及南校区。
同济大学四平路校区（来源：同济大学资产与实验室管理处） © 孟丹诚，徐磊青
研究设计
2022年5月1日～22日，研究团队招募同济大学的在校学生参与在线问卷及访谈。问卷调查涉及多个学院，涵盖本科生、硕士研究生、博士研究生。受访者共计188人（男性78人，女性110人），年龄17～30岁不等。在线问卷通过GPS定位确定受访者的地理位置信息，仅在校同学可以参与作答。
受访者在被问到“假如此时有1个小时自由活动时间，您最想要前往校园的哪个地方”时，需要在地图上标记出1～2个地理位置；然后，对期望开展的活动进行描述；最后，受访者被要求“想象已经到访并开展相应活动的情绪体验”，并从列出的10类积极情绪中选择相应的情绪。受访者还被要求回答到访此地的原因，以及情绪感受。在填写调查问卷后，研究人员还会对每位受访者进行3～5分钟的一对一半结构化访谈，以获得有关活动、情绪和场所的具体描述。研究共收集到访谈文本274份。
数据分析
本研究使用IBM SPSS对积极情绪进行聚类分析。在ArcGIS中将四平路校区划分为20m×20m的网格单元，计算每个单元网格中积极情绪出现的数量并进行可视化。同时将用地性质及设施与积极情绪、行为活动进行空间映射。积极情绪出现频率较高的单元被视作“高频情绪单元”。同时，借助MAXQNA软件对访谈文本手动编码，并从选择有代表性的主题进行分析；而后通过IBM SPSS进行方差分析，以研究活动类型、空间类型对于积极情绪的影响差异。
04 研究结果
积极情绪大类
研究将10类积极情绪作为变量进行聚类分析，采用组间联接的聚类方式，最终，将10类积极情绪被划分为5个大类。
1）喜悦：娱乐与享乐、喜悦与开心。
2）宁静：宁静与平静。
3）希望：希望与乐观、鼓舞与激励。
4）自豪：敬畏与震撼、感激与感恩、自豪与自信、爱与信任。
5）兴趣：有趣与好奇。
聚类分析中积极情绪类别的谱图 © 孟丹诚，徐磊青
将各大类积极情绪进行频率分析。在校园封闭期间，同学们在其想象所处在的疗愈环境中主要预期获得喜悦和宁静情绪，随后依次为希望、自豪和兴趣。
校园积极情绪的不同聚类分析 © 孟丹诚，徐磊青
校园中的疗愈环境
同学们最主要希望开展的活动类型为观景放松和休闲娱乐，随后依次为体育运动、学习、社交互动和饮食。
不同类型空间的积极情绪差异
本研究将涉及积极情绪的空间类型划分为景观空间、运动空间、第三空间、学习空间，以及生活空间。
1）景观空间包含校园内绿色植物和滨水景观为主的空间。
2）运动空间主要指进行体育活动的场地或场馆。
3）第三空间指供大学生增进社会联系、进行非正式社交活动的场所。
4）学习空间主要包含科研、学习和办公的空间。
5）生活空间指学生们日常起居休憩的场所。
积极情绪的总体分布及主要空间类型 © 孟丹诚，徐磊青
喜悦、宁静、自豪情绪在各空间类型中均呈现出显著性差异。通过SPSS计算各大类情绪在不同空间类型中的占比平均值，景观空间、生活空间带来的宁静情绪显著高于总体空间中的平均值；运动空间、第三空间带来的喜悦情绪显著高于总体空间中的平均值；学习空间带来的自豪和希望情绪高于总体空间中的平均值。
不同空间类型中积极情绪的差异分析 © 孟丹诚，徐磊青
05 讨论
基于积极情绪提升的疗愈环境
研究分析了积极情绪与在校园中预期开展活动类型、与不同空间类型的校园疗愈环境的关系。各空间类型中的主要积极情绪如下表所示。
景观空间：促进宁静情绪的提升
校园景观空间能够提供最多、最广泛的积极情绪。在景观空间中的观赏、放松等行为能够带来较高的宁静情绪。
景观空间中的宁静情绪（以三好坞、和平路、樱花大道为例），绿色颜色越深，表示宁静情绪的频次越高。© 孟丹诚，徐磊青
不仅如此，校园景观环境独特的感官体验能带来愉悦感，促进大学生形成与地方的联系，疗愈身心。“水边”“竹林”“湖心亭”在受访者的描述中常常被提及。虽然水系两侧水杉林等花草树木丰富了景观的层次；水系两侧的座椅可供同学们进行休闲、放松活动。情人坡场地中的轻微地形变化为同学们或躺或坐的休息提供了机会。此外，鱼、猫、鸟、刺猬等动物，常被受访者提到。动物陪伴能为大学生带来治愈的心理体验。
第三空间：促进喜悦情绪的提升
校园中的第三空间提供了社团活动、创意娱乐、美食品尝的机会，提供社会联系和情感支持，在塑造喜悦的积极情绪方面发挥着重要作用。诸如食堂、咖啡厅、面包房、超市等第三空间，与秋千花园、樱花大道这类景观空间一起进一步成为重要的社会校园互动载体，并作为学生们喜悦情绪的重要来源。
第三空间中的喜悦情绪（以西苑食堂、学苑食堂、学生活动中心及教育超市为例），蓝色颜色越深，表示喜悦情绪的频次高。 © 孟丹诚，徐磊青
学习空间：促进自豪和希望情绪的提升
自豪情绪较多出现于学习空间中。即便在校园封闭时期，部分大学生们还是希望重返科研工作或进行自我提升，如进行“看书”“学习”“做实验”等活动。这类疗愈偏向于个体在持续不断的自我超越中完成自我实现，提升个体的使命感、价值感，增强自信、自尊。
学习空间中的自豪情绪（以图书馆、教学楼及部分学院楼宇为例），橙色颜色越深，表示自豪情绪的频次越高。 © 孟丹诚，徐磊青
校园中有关于空间的特殊记忆、个性化的体验同样也带来了特别的疗愈体验。如有受访者表示“想回学院，在学院的露台才是最有氛围的地方”，获得了希望情绪。
校园疗愈环境提升策略
本文提出以下提升校园疗愈环境建设策略。在校园更新和规划中，首先应注重第三空间的配置，将其融入学生的日常生活，以激发喜悦情绪、更好地培育场所依恋。在景观设计方面，注重多感官体验，在设计时考虑减压活动的开展需求，以激发喜悦和宁静的情绪。在校园景观空间运营和维护中应注重生态多样性和动物陪伴的亲近措施。对于学习空间，管理者可以鼓励学生参与微更新和改造途径，让学生更为自主地建立与校园空间和设施的联系，从而提高自豪感，增强归属感和认同感。
不足与展望
研究存在以下几点不足之处。第一，本研究设计由于并非到访当地进行现实体验，存在一定的主观偏差。第二，由于校园封闭时期不能开展面对面的调研，因此研究未对场所依恋的强度和维度进行测量。第三，校园环境对大学生的疗愈作用可能在性别、年龄、居住时间上存在差异，需进一步探究场所依恋在校园物质环境与积极情绪之间的中介作用。未来研究有待更为精确地量化研究积极情绪带来的疗愈效益与空间要素的关系；结合场所依恋水平量表与情绪、空间和活动进行相关分析。此外，未来研究有待扩展至城市空间类型学领域，完善疗愈环境的理论和实践。
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本文引用格式 / PLEASE CITE THIS ARTICLE AS
Meng, D., & Xu, L. (2023). Place attachment and healing environment: A study on the relationship between positive emotions and spatial types during campus closure. Landscape Architecture Frontiers, 11(2), 10–32. https://doi.org/10.15302/J-LAF-1-020077
编辑 | 田乐，王胤瑜，高雨婷
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