环境行为学视角下川东南地区县域高中教学楼公共交往空间更新研究——以威远中学为例

A Study on the Renewal of Public Social Spaces in High School Teaching Buildings in County-Level Areas of Southeastern Sichuan from the Perspective of Environment-Behavior Studies—A Case Study of Weiyuan High School

摘要: 县域高中教学楼公共交往空间是承载师生课间交往、休憩与自主活动的核心场所，其空间品质直接影响校园活力与使用体验。本研究以环境行为学为理论视角，选取川东南地区9所县域高中为调研样本，综合运用实地观察、行为记录与问卷调查等方法，系统分析走廊、连廊、楼梯间及中庭四类公共交往空间的使用现状与师生行为特征。研究发现，当前公共交往空间普遍存在“重通行、轻停留”的结构性矛盾：休憩与收纳设施严重缺失，栏杆/栏板封闭压抑，照明与绿化配置不足，导致师生交往行为集中于走廊且形式单一，连廊与中庭利用率偏低。基于Pearson相关性分析，栏杆/栏板优化与休憩设施补充是提升空间满意度的关键路径，绿化设施则属于补充性因素。据此提出空间互联与节点激活、功能复合与设施适配、环境品质与行为引导三类更新策略，并以威远中学为案例进行验证。实践表明，在保留主体结构的前提下，通过栏杆通透化改造、休憩座椅与雨伞收纳架增设、照明与绿化优化等低干预措施，可显著改善公共交往空间的使用体验。研究为川东南及类似地区县域高中教学楼的公共交往空间更新提供了基于实证数据的策略参考。

Abstract: The public interaction spaces in teaching buildings of county-level high schools serve as core venues for teachers and students to interact, rest and engage in self-directed activities during breaks, and their spatial quality directly shapes campus vitality and user experience. From the theoretical perspective of environmental behavior, this study selects nine county-level high schools in the southeastern region of Sichuan Province as research samples. Adopting field observation, behavioral mapping and questionnaire surveys, it systematically analyzes the current utilization conditions and behavioral characteristics of teachers and students in four types of public interaction spaces: corridors, connecting galleries, stairwells and atriums. The research reveals a prevalent structural contradiction in existing public interaction spaces: “priority is given to circulation over lingering”. Shortages of seating and storage facilities, enclosed and oppressive balustrades, as well as inadequate lighting and greenery, confine most social activities to corridors with limited activity patterns, while connecting galleries and atriums remain underused. According to Pearson correlation analysis, the optimization of balustrades and the addition of rest facilities constitute the critical approaches to improving spatial satisfaction, whereas greenery acts as a supplementary factor. Three renewal strategies are therefore proposed: spatial interconnection and node activation, functional compounding and adaptive facility provision, and environmental quality enhancement with behavioral guidance. We take Weiyuan Middle School as a case for verification. The practice demonstrates that low-intervention measures, including transparent retrofitting of balustrades, installation of rest benches and umbrella racks, and improvement of lighting and greenery, can markedly boost the usability of public interaction spaces while retaining the main structural framework. This study provides empirically grounded strategies for the renewal of public interaction spaces in teaching buildings of county-level high schools in southeastern Sichuan and comparable regions.