本研究通過(guò)問(wèn)卷調(diào)查和訪談的方式調(diào)研了在同濟(jì)大學(xué)四平路校區(qū)校園封閉期間學(xué)生們最期望到訪的校園場(chǎng)所，并且想象相關(guān)活動(dòng)和情緒體驗(yàn)。
大學(xué)校園療愈環(huán)境的營(yíng)建有利于提升大學(xué)生身心健康。然而，不同療愈空間的物質(zhì)空間特征和積極情緒表現(xiàn)的關(guān)系尚不完全清晰。本研究通過(guò)問(wèn)卷調(diào)查和訪談的方式調(diào)研了在同濟(jì)大學(xué)四平路校區(qū)校園封閉期間學(xué)生們最期望到訪的校園場(chǎng)所，并且想象相關(guān)活動(dòng)和情緒體驗(yàn)。研究對(duì)積極情緒進(jìn)行聚類(lèi)分析，并確定校園場(chǎng)所中的主要積極情緒類(lèi)型。同時(shí)，并將大學(xué)校園療愈環(huán)境的主要類(lèi)型劃分為景觀空間、運(yùn)動(dòng)空間、第三空間、學(xué)習(xí)空間和生活空間，而后對(duì)訪談文本內(nèi)容進(jìn)行編碼與主題分析，同時(shí)對(duì)比分析了各空間類(lèi)型中的積極情緒差異。最后提出，促進(jìn)積極情緒的場(chǎng)所營(yíng)造是創(chuàng)造療愈環(huán)境的重要途徑，本研究的結(jié)論可為療愈校園規(guī)劃設(shè)計(jì)及干預(yù)措施提供參考。
關(guān)鍵詞
場(chǎng)所依戀；恢復(fù)性；療愈環(huán)境；積極情緒；療愈建成環(huán)境；大學(xué)校園；校園封閉
場(chǎng)所依戀與療愈環(huán)境：封閉校園中積極情緒與空間類(lèi)型關(guān)系研究
Place Attachment and Healing Environment:
A Study on the Relationship Between Positive Emotions and Spatial Types During Campus Closure
1 同濟(jì)大學(xué)建筑與城市規(guī)劃學(xué)院
2 同濟(jì)大學(xué)國(guó)家現(xiàn)代化研究院城市更新中心
大學(xué)校園療愈環(huán)境通過(guò)生理、心理和社會(huì)途徑提升大學(xué)生身心健康。除了物理環(huán)境影響因素外，情緒感知因素與社會(huì)環(huán)境因素近年來(lái)逐漸成為校園療愈環(huán)境領(lǐng)域探討的熱點(diǎn)。然而，積極情緒與療愈環(huán)境的關(guān)系研究尚處于起步階段，不同療愈空間的積極情緒表現(xiàn)和物質(zhì)空間特征之間的關(guān)系尚不完全清晰。
因此，研究以中國(guó)上海市同濟(jì)大學(xué)四平路校區(qū)為例，在2022年疫情封控時(shí)期對(duì)在校學(xué)生進(jìn)行問(wèn)卷調(diào)研，包括1）空間位置數(shù)據(jù)和訪談數(shù)據(jù)的收集；2）積極情緒的空間映射；3）訪談文本分析及與空間類(lèi)型的關(guān)聯(lián)分析。研究旨在探索：1）大學(xué)生在封閉校園內(nèi)最想到達(dá)的場(chǎng)所中的預(yù)期情緒有哪些？2）不同空間類(lèi)型的療愈環(huán)境所引發(fā)的積極情緒有何差異？研究旨在拓展場(chǎng)所依戀與療愈環(huán)境的理論研究，為大學(xué)校園療愈環(huán)境營(yíng)造提供設(shè)計(jì)指導(dǎo)依據(jù)。
“場(chǎng)所依戀”（place attachment）指人與場(chǎng)所的聯(lián)系，包括情緒、信仰、行為活動(dòng)等。人、發(fā)展過(guò)程和場(chǎng)所是場(chǎng)所依戀這一概念的三個(gè)維度。關(guān)于場(chǎng)所依戀的發(fā)展過(guò)程和場(chǎng)所的物質(zhì)空間特征有待深入探索。
諸多研究表明，積極情緒對(duì)場(chǎng)所依戀的形成有著正向的影響。積極情緒、積極社會(huì)關(guān)系與身體健康互相影響。積極情緒影響著學(xué)習(xí)的重要方面，例如注意力、動(dòng)機(jī)、記憶；積極情緒體驗(yàn)也是減壓并促進(jìn)恢復(fù)的關(guān)鍵途徑。
療愈意味著從偏離健康的狀態(tài)中進(jìn)行恢復(fù)或?qū)で蟾纳疲巧眢w、心靈和精神層面恢復(fù)的過(guò)程。目前校園療愈環(huán)境研究多集中于自然環(huán)境帶來(lái)的益處。
“第三場(chǎng)所”（Third Place）指可供人們社交或聚會(huì)的公共場(chǎng)所，面向社區(qū)居民或興趣團(tuán)體，提供社會(huì)聯(lián)系并營(yíng)造非正式的社交感，促進(jìn)自我實(shí)現(xiàn)從而改善心理健康。校園療愈環(huán)境研究較為關(guān)注社會(huì)文化、心理情緒等可促進(jìn)大學(xué)生身心健康的途徑。校園中除綠地外的場(chǎng)所也具有多樣的療愈潛力，社區(qū)中心等公共活動(dòng)空間相比自然景觀空間更能夠提升幸福感，第三場(chǎng)所（如咖啡店、甜品站、零售店）有助于大學(xué)生身心恢復(fù)并獲得愉悅的情緒。
本次研究區(qū)域?yàn)橥瑵?jì)大學(xué)四平路校區(qū)，分為主校區(qū)和其他規(guī)模較小的校區(qū)，包括彰武路校區(qū)、鐵嶺校區(qū)以及南校區(qū)。
同濟(jì)大學(xué)四平路校區(qū)（來(lái)源：同濟(jì)大學(xué)資產(chǎn)與實(shí)驗(yàn)室管理處） ? 孟丹誠(chéng)，徐磊青
2022年5月1日～22日，研究團(tuán)隊(duì)招募同濟(jì)大學(xué)的在校學(xué)生參與在線問(wèn)卷及訪談。問(wèn)卷調(diào)查涉及多個(gè)學(xué)院，涵蓋本科生、碩士研究生、博士研究生。受訪者共計(jì)188人（男性78人，女性110人），年齡17～30歲不等。在線問(wèn)卷通過(guò)GPS定位確定受訪者的地理位置信息，僅在校同學(xué)可以參與作答。
受訪者在被問(wèn)到“假如此時(shí)有1個(gè)小時(shí)自由活動(dòng)時(shí)間，您最想要前往校園的哪個(gè)地方”時(shí)，需要在地圖上標(biāo)記出1～2個(gè)地理位置；然后，對(duì)期望開(kāi)展的活動(dòng)進(jìn)行描述；最后，受訪者被要求“想象已經(jīng)到訪并開(kāi)展相應(yīng)活動(dòng)的情緒體驗(yàn)”，并從列出的10類(lèi)積極情緒中選擇相應(yīng)的情緒。受訪者還被要求回答到訪此地的原因，以及情緒感受。在填寫(xiě)調(diào)查問(wèn)卷后，研究人員還會(huì)對(duì)每位受訪者進(jìn)行3～5分鐘的一對(duì)一半結(jié)構(gòu)化訪談，以獲得有關(guān)活動(dòng)、情緒和場(chǎng)所的具體描述。研究共收集到訪談文本274份。
本研究使用IBM SPSS對(duì)積極情緒進(jìn)行聚類(lèi)分析。在ArcGIS中將四平路校區(qū)劃分為20m×20m的網(wǎng)格單元，計(jì)算每個(gè)單元網(wǎng)格中積極情緒出現(xiàn)的數(shù)量并進(jìn)行可視化。同時(shí)將用地性質(zhì)及設(shè)施與積極情緒、行為活動(dòng)進(jìn)行空間映射。積極情緒出現(xiàn)頻率較高的單元被視作“高頻情緒單元”。同時(shí)，借助MAXQNA軟件對(duì)訪談文本手動(dòng)編碼，并從選擇有代表性的主題進(jìn)行分析；而后通過(guò)IBM SPSS進(jìn)行方差分析，以研究活動(dòng)類(lèi)型、空間類(lèi)型對(duì)于積極情緒的影響差異。
研究將10類(lèi)積極情緒作為變量進(jìn)行聚類(lèi)分析，采用組間聯(lián)接的聚類(lèi)方式，最終，將10類(lèi)積極情緒被劃分為5個(gè)大類(lèi)。
1）喜悅：娛樂(lè)與享樂(lè)、喜悅與開(kāi)心。
2）寧?kù)o：寧?kù)o與平靜。
3）希望：希望與樂(lè)觀、鼓舞與激勵(lì)。
4）自豪：敬畏與震撼、感激與感恩、自豪與自信、愛(ài)與信任。
5）興趣：有趣與好奇。
聚類(lèi)分析中積極情緒類(lèi)別的譜圖 ? 孟丹誠(chéng)，徐磊青
將各大類(lèi)積極情緒進(jìn)行頻率分析。在校園封閉期間，同學(xué)們?cè)谄湎胂笏幵诘寞熡h(huán)境中主要預(yù)期獲得喜悅和寧?kù)o情緒，隨后依次為希望、自豪和興趣。
校園積極情緒的不同聚類(lèi)分析 ? 孟丹誠(chéng)，徐磊青
同學(xué)們最主要希望開(kāi)展的活動(dòng)類(lèi)型為觀景放松和休閑娛樂(lè)，隨后依次為體育運(yùn)動(dòng)、學(xué)習(xí)、社交互動(dòng)和飲食。
本研究將涉及積極情緒的空間類(lèi)型劃分為景觀空間、運(yùn)動(dòng)空間、第三空間、學(xué)習(xí)空間，以及生活空間。
1）景觀空間包含校園內(nèi)綠色植物和濱水景觀為主的空間。
2）運(yùn)動(dòng)空間主要指進(jìn)行體育活動(dòng)的場(chǎng)地或場(chǎng)館。
3）第三空間指供大學(xué)生增進(jìn)社會(huì)聯(lián)系、進(jìn)行非正式社交活動(dòng)的場(chǎng)所。
4）學(xué)習(xí)空間主要包含科研、學(xué)習(xí)和辦公的空間。
5）生活空間指學(xué)生們?nèi)粘Ｆ鹁有蓓膱?chǎng)所。
積極情緒的總體分布及主要空間類(lèi)型 ? 孟丹誠(chéng)，徐磊青
喜悅、寧?kù)o、自豪情緒在各空間類(lèi)型中均呈現(xiàn)出顯著性差異。通過(guò)SPSS計(jì)算各大類(lèi)情緒在不同空間類(lèi)型中的占比平均值，景觀空間、生活空間帶來(lái)的寧?kù)o情緒顯著高于總體空間中的平均值；運(yùn)動(dòng)空間、第三空間帶來(lái)的喜悅情緒顯著高于總體空間中的平均值；學(xué)習(xí)空間帶來(lái)的自豪和希望情緒高于總體空間中的平均值。
不同空間類(lèi)型中積極情緒的差異分析 ? 孟丹誠(chéng)，徐磊青
研究分析了積極情緒與在校園中預(yù)期開(kāi)展活動(dòng)類(lèi)型、與不同空間類(lèi)型的校園療愈環(huán)境的關(guān)系。各空間類(lèi)型中的主要積極情緒如下表所示。
景觀空間：促進(jìn)寧?kù)o情緒的提升
校園景觀空間能夠提供最多、最廣泛的積極情緒。在景觀空間中的觀賞、放松等行為能夠帶來(lái)較高的寧?kù)o情緒。
景觀空間中的寧?kù)o情緒（以三好塢、和平路、櫻花大道為例），綠色顏色越深，表示寧?kù)o情緒的頻次越高。? 孟丹誠(chéng)，徐磊青
不僅如此，校園景觀環(huán)境獨(dú)特的感官體驗(yàn)?zāi)軒?lái)愉悅感，促進(jìn)大學(xué)生形成與地方的聯(lián)系，療愈身心。“水邊”“竹林”“湖心亭”在受訪者的描述中常常被提及。雖然水系兩側(cè)水杉林等花草樹(shù)木豐富了景觀的層次；水系兩側(cè)的座椅可供同學(xué)們進(jìn)行休閑、放松活動(dòng)。情人坡場(chǎng)地中的輕微地形變化為同學(xué)們或躺或坐的休息提供了機(jī)會(huì)。此外，魚(yú)、貓、鳥(niǎo)、刺猬等動(dòng)物，常被受訪者提到。動(dòng)物陪伴能為大學(xué)生帶來(lái)治愈的心理體驗(yàn)。
校園中的第三空間提供了社團(tuán)活動(dòng)、創(chuàng)意娛樂(lè)、美食品嘗的機(jī)會(huì)，提供社會(huì)聯(lián)系和情感支持，在塑造喜悅的積極情緒方面發(fā)揮著重要作用。諸如食堂、咖啡廳、面包房、超市等第三空間，與秋千花園、櫻花大道這類(lèi)景觀空間一起進(jìn)一步成為重要的社會(huì)校園互動(dòng)載體，并作為學(xué)生們喜悅情緒的重要來(lái)源。
第三空間中的喜悅情緒（以西苑食堂、學(xué)苑食堂、學(xué)生活動(dòng)中心及教育超市為例），藍(lán)色顏色越深，表示喜悅情緒的頻次高。 ? 孟丹誠(chéng)，徐磊青
學(xué)習(xí)空間：促進(jìn)自豪和希望情緒的提升
自豪情緒較多出現(xiàn)于學(xué)習(xí)空間中。即便在校園封閉時(shí)期，部分大學(xué)生們還是希望重返科研工作或進(jìn)行自我提升，如進(jìn)行“看書(shū)”“學(xué)習(xí)”“做實(shí)驗(yàn)”等活動(dòng)。這類(lèi)療愈偏向于個(gè)體在持續(xù)不斷的自我超越中完成自我實(shí)現(xiàn)，提升個(gè)體的使命感、價(jià)值感，增強(qiáng)自信、自尊。
學(xué)習(xí)空間中的自豪情緒（以圖書(shū)館、教學(xué)樓及部分學(xué)院樓宇為例），橙色顏色越深，表示自豪情緒的頻次越高。 ? 孟丹誠(chéng)，徐磊青
校園中有關(guān)于空間的特殊記憶、個(gè)性化的體驗(yàn)同樣也帶來(lái)了特別的療愈體驗(yàn)。如有受訪者表示“想回學(xué)院，在學(xué)院的露臺(tái)才是最有氛圍的地方”，獲得了希望情緒。
本文提出以下提升校園療愈環(huán)境建設(shè)策略。在校園更新和規(guī)劃中，首先應(yīng)注重第三空間的配置，將其融入學(xué)生的日常生活，以激發(fā)喜悅情緒、更好地培育場(chǎng)所依戀。在景觀設(shè)計(jì)方面，注重多感官體驗(yàn)，在設(shè)計(jì)時(shí)考慮減壓活動(dòng)的開(kāi)展需求，以激發(fā)喜悅和寧?kù)o的情緒。在校園景觀空間運(yùn)營(yíng)和維護(hù)中應(yīng)注重生態(tài)多樣性和動(dòng)物陪伴的親近措施。對(duì)于學(xué)習(xí)空間，管理者可以鼓勵(lì)學(xué)生參與微更新和改造途徑，讓學(xué)生更為自主地建立與校園空間和設(shè)施的聯(lián)系，從而提高自豪感，增強(qiáng)歸屬感和認(rèn)同感。
研究存在以下幾點(diǎn)不足之處。第一，本研究設(shè)計(jì)由于并非到訪當(dāng)?shù)剡M(jìn)行現(xiàn)實(shí)體驗(yàn)，存在一定的主觀偏差。第二，由于校園封閉時(shí)期不能開(kāi)展面對(duì)面的調(diào)研，因此研究未對(duì)場(chǎng)所依戀的強(qiáng)度和維度進(jìn)行測(cè)量。第三，校園環(huán)境對(duì)大學(xué)生的療愈作用可能在性別、年齡、居住時(shí)間上存在差異，需進(jìn)一步探究場(chǎng)所依戀在校園物質(zhì)環(huán)境與積極情緒之間的中介作用。未來(lái)研究有待更為精確地量化研究積極情緒帶來(lái)的療愈效益與空間要素的關(guān)系；結(jié)合場(chǎng)所依戀水平量表與情緒、空間和活動(dòng)進(jìn)行相關(guān)分析。此外，未來(lái)研究有待擴(kuò)展至城市空間類(lèi)型學(xué)領(lǐng)域，完善療愈環(huán)境的理論和實(shí)踐。
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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
編輯 | 田樂(lè)，王胤瑜，高雨婷
翻譯 | 周奕辰，田樂(lè)，王胤瑜
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