1. 使學生具備療癒景觀營造及園藝治療的基本概念與操作方法。
2. 以療癒景觀營造及園藝治療為媒介，透過實地參與學習，培養學生對高齡社會與高齡社區關懷的素養，並對投入解決高齡者生活品質與環境問題有更為正向的態度。
3. 增強學生跨領域整合與多元適應能力知能。1. To equip students with the basic concepts and operating methods of healing landscape construction and horticultural therapy.
2. Use healing landscape construction and horticultural therapy as media, and through on-site participation in learning, cultivate students’ literacy in caring for the elderly society and the elderly community, and have a more positive attitude towards investing in solving quality of life and environmental issues for the elderly.
3. Enhance students’ cross-field integration and diverse adaptability.
1. 郭乃文，（2008），總校閱序，江姿儀、吳珠枝、林鳳蓮、邱玉婷、殷育士、劉采晴、羅亞惟譯，Marcus, C. C.、Barnes, M. 著，益康花園：理論與實務，台北市：五南。
2. 張俊彥主編，(2008)，園藝治療效益評估及活動設計，台北：中華民國人與植物學會。
3. 其他指定閱讀教材。
1. Guo Naiwen, (2008), Preface to the General School, translated by Jiang Ziyi, Wu Zhuzhi, Lin Fenglian, Qiu Yuting, Yin Yushi, Liu Caiqing, and Luo Yawei, written by Marcus, C. C., and Barnes, M., Health Garden: Theory and Practice, Taipei City : Wunan.
2. Editor-in-Chief Zhang Junyan, (2008), Horticultural Therapy Benefit Evaluation and Activity Design, Taipei: Human and Botanical Society of the Republic of China.
3. Other designated reading materials.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 上課參與及課後小組參與程度上課參與及課後小組參與程度 Level of class participation and after-school group participation |
30 | 以上課、小組出席及參與為準。 |
| 整合實作成果報告整合實作成果報告 Integrated implementation results report |
20 | 第13~17週，共5次。 |
| 期中報告期中報告 interim report |
20 | 高齡社區療癒景觀營造、園藝治療方案整合設計，含簡報與書面報告。 |
