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Abstract This research expects through the experimental education of one pub
lic elementary school, on one side to understand the augmentation of reform, a
nd observing the living experiences students learned in school on the other; t
o reflect the differences between the pre-determined adult values and student
anticipation''s. The structure of this paper will first begin with background
description of the implanted educational reform and later link the relationshi
p of education together with space format, using the realistic development of
political policy and the actual enforcement experience of the school campus, t
o the comprehension of the world of children, thus establish the role which sp
ace should play, effectiveness and purpose. The second chapter starts with di
scussions over the operative process on the relationship between current educa
tional concept and the impact it has on campus authorities; moreover tries to
interpret the meaning of space in the space education system. Lastly, to iden
tify the questions of this research. In the third chapter, apart from explain
ing research process and method, will contemplate in the direction of ethics w
ithin this research process. The fourth chapter begins with illustrations of
the interviews the author conducted with public officials, school principal an
d teachers, on their experiences about the implementation process of policy ef
fectuation and campus augmentation, to be what? How does educational concept
reflect in the actuation of the space education? The types of space it create
d. Chapter five starts with observations of student behaviors while on campus
, and proceed to meditate the gap between the pre-determined adult values, und
erstanding individual needs and the unique space characteristics targeted for
appropriate learning skills; hoping to use this type of process to establish t
he directions and view points of campus re-engineering. Finally in the concl
usion of chapter six, this paper will use the collective research experiences
and data assimilation to discuss the environment after educational reform, its
degree of impact on student lives while on campus, the types of emotional rea
ctions and behaviors the students will display toward the surrounding after th
is kind of counter-influence; also look forward to introspect starting from th
e angle that the students are the center, to evaluate the positions and attitu
des of various levels regarding educational reform. Finally within the reflec
tion section of this research, will use the experiences gained from this resea
rch, on the possible developments and topics of educational experiment as in s
pace research, expect to offer contemplation areas for future researches relat
ed to education and space.Conclusion:(1) Students to the changes in campus
learning environment: more positive emotional elevation. Happier while on
campus, no longer fearful of going to school. Attitude on learning, more wi
lling to learn stuff outside of textbooks, less interest in contents taught
inside the classroom. Pressure was not totally alleviated from scho
ol work, but obvious improvements regarding common sense and adaptability.
Class order was more lax and confused.(2) Study behavior: the higher the g
rade, the more the students to display self-motivation toward learning. Low
er grade students still primarily learned from playing, playing satisfied the
basic desires. Learning for the reason of "showing-off" was very common,
only a few learned for the "purpose of learning," the rest learned through p
lay. The different behavior while playing, out-of- class activities were sti
ll greater than the in-active indoor activities.(3) The use of campus
space: almost every student prefers outdoor space, such as playground, educ
ational garden, tung-shr garden and botanical garden; but grade, gender and p
ower still exist among space allocation. Change inside the classrooms, lear
ning corners used by middle and lower grade students mostly turned into pla
y areas for students, more isolated an area is, the more often it is use
d.(4) Changes in teachers and parents: some lower grade teachers were mo
re than willing to reform and have accumulated plenty of experience in such
practice, but still burdened by the powerful conservative style of the presen
t, as well as the influence of the leaders, thus decreased the momentum for
reform. Since the structure of the school system have not changed entirely,
many parents still focus heavily on intelligent education once their childr
en reached higher grades.
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