【摘要】：隨著中國(guó)和諧社會(huì)的構(gòu)建和社會(huì)主義新農(nóng)村的發(fā)展建設(shè),留守兒童的培養(yǎng)與教育已成為了一個(gè)嚴(yán)峻的社會(huì)問(wèn)題,例如,留守兒童的安全問(wèn)題、留守兒童的犯罪問(wèn)題、留守兒童的教育問(wèn)題等等,這一系列問(wèn)題逐漸引起了各界人士高度的重視。追根溯源,廣大農(nóng)村偏遠(yuǎn)山區(qū)經(jīng)濟(jì)落后、兒童教育設(shè)施缺失、相關(guān)硬軟件環(huán)境的不足是造成留守兒童問(wèn)題的關(guān)鍵原因。作為一個(gè)日益突出的社會(huì)問(wèn)題,解決留守兒童問(wèn)題不僅需要我們政府、社會(huì)機(jī)構(gòu)以及其他組織多方協(xié)調(diào)、彼此合作來(lái)著手解決,更需要從環(huán)境藝術(shù)學(xué)、建筑學(xué)、心理學(xué)等學(xué)科出發(fā),頂層設(shè)計(jì)、高屋建瓴,提出具有理論價(jià)值和實(shí)際可行的解決方案�；诖�,本文主要采用實(shí)證研究的方法,結(jié)合留守兒童問(wèn)題的實(shí)際現(xiàn)狀與環(huán)境藝術(shù)學(xué)的相關(guān)理論與國(guó)內(nèi)外實(shí)踐,以農(nóng)村留守兒童活動(dòng)中心設(shè)計(jì)的這個(gè)小角度為研究切入點(diǎn),主要研究農(nóng)村留守兒童活動(dòng)中心設(shè)計(jì)的影響因素及其設(shè)計(jì)原則,并對(duì)農(nóng)村留守兒童活動(dòng)中心設(shè)計(jì)方法進(jìn)行了探索與研究。筆者在查閱大量資料的基礎(chǔ)上,通過(guò)實(shí)地調(diào)研,歸納分析,最后研究發(fā)現(xiàn)農(nóng)村留守兒童活動(dòng)中心,又被稱為“留守之家”,是農(nóng)村留守兒童除了學(xué)校、家庭以外的活動(dòng)空間。農(nóng)村留守兒童活動(dòng)中心的存在,能夠在一定程度上彌補(bǔ)農(nóng)村留守兒童因?yàn)楦改竿獬鰟?wù)工造成的親情缺失和監(jiān)護(hù)不力,同時(shí)能夠采取主動(dòng)的手段幫助農(nóng)村留守兒童克服生活中、學(xué)習(xí)中的困難,也能夠更積極地對(duì)心理出現(xiàn)問(wèn)題的留守兒童采取一些干預(yù)措施,幫助他們健康成長(zhǎng)。因此,從環(huán)境藝術(shù)設(shè)計(jì)學(xué)科出發(fā)來(lái)對(duì)農(nóng)村留守兒童以及活動(dòng)中心室內(nèi)空間環(huán)境做深入細(xì)致的調(diào)查和研究,對(duì)促進(jìn)農(nóng)村留守兒童活動(dòng)中心及其他福利建筑設(shè)計(jì)、環(huán)境藝術(shù)設(shè)計(jì)有著積極的意義。
[Abstract]:With the construction of a harmonious society in China and the development of a new socialist countryside, the cultivation and education of left-behind children has become a serious social problem, such as the safety of left-behind children, the crime of left-behind children. Education of left-behind children and so on, this series of problems has gradually aroused the attention of people from all walks of life. Tracing back to the source, the economic backwardness of the vast rural and remote mountainous areas, the lack of educational facilities for children, and the shortage of related hardware and software environment are the key reasons for the problem of left-behind children. As an increasingly prominent social problem, solving the problem of left-behind children requires not only our government, social institutions and other organizations to coordinate and cooperate with each other to solve the problem, but also from the perspective of environmental art and architecture. Psychology and other disciplines, top-level design, Hillside, put forward theoretical and practical solutions. Based on this, this paper mainly adopts the method of empirical research, combining with the actual situation of the problem of left-behind children and the relevant theories of environmental art and domestic and foreign practice, taking the small angle of the activity center design of rural left-behind children as the research breakthrough point. This paper mainly studies the influencing factors and design principles of the rural left-behind children's activity center, and explores and studies the design method of the rural left-behind children's activity center. On the basis of consulting a great deal of data, through field investigation and analysis, the author finally finds that the activity center of left-behind children in rural areas is also called "left-behind house", which is the activity space of rural left-behind children besides school and family. The existence of the rural left-behind children's activity center can make up for the lack of family affection and poor supervision caused by the parents' going out to work in rural areas to some extent, at the same time, it can take active measures to help the rural left-behind children overcome their daily life. Learning difficulties can also help children with psychological problems to take some intervention measures to help them grow up healthily. Therefore, starting from the subject of environmental art and design, the author makes a thorough and detailed investigation and research on the rural left-behind children and the indoor space environment of the activity center, so as to promote the design of the rural left-behind children's activity center and other welfare buildings. The environment art design has the positive significance.
【學(xué)位授予單位】：西南交通大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：TU242

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本文編號(hào)：2406868