完成這門課後，學生將能
1.具備專業的知識綜合運用能力；就是要能够把學習過的各種相關課程之專業知識靈活的運用到景觀專題的規劃和增進規劃設計實務作業的能力。
2.具備綜合分析能力是指學生具備能够以永續概念為基礎，可使我能夠針對規劃內容並就各項影響規劃的因素進行科學化的問題分析與整合解決能力。
3.具備創意規劃及構想計劃能力是指學生能就各種不同角度構思考慮風景遊樂區規劃方案及撰寫計畫書的能力。
4.具備良好的表達能力是指學生能綜合運用資訊與科技技術能力及口頭、文字、圖表、圖面等方式，展示規劃邏輯和方案的能力。
5.具備國際視野與多元文化的景觀專業素養是指使學生關注國際發展趨勢與培養對不同文化的尊重包容
6.具備綜合協調能力是從規劃涉及的專業來考慮，要求學生能够具備協調不同專業人員合作的能力，並能就各種不同角度考慮風景遊樂區構思規劃方案進行專案的管理能力。
7.具備景觀專業工作人員的態度與素養是指使學生能掌握團隊合作的方式與技巧與培養專業工作的態度與倫理。After completing this course, students will be able to
1. Have professional knowledge and comprehensive application ability; it is necessary to be able to use professional knowledge and flexibly apply the professional knowledge of various related courses learned to the planning and the ability to improve planning and design practice.
2. Having comprehensive analysis ability refers to the ability of students to have the ability to be based on the concept of perpetuality, which allows me to conduct scientific analysis and integrated solution of the planning content and factors that affect the planning.
3. Having creative planning and conceptual planning skills refers to the ability of students to think about planning plans in landscape games and write plans from various angles.
4. Having good expression skills refers to students' ability to use information and scientific and technological abilities, as well as oral, text, charts, and screens to display planning logic and solutions.
5. Professional landscape cultivation with international vision and multicultural culture means that students pay attention to international development trends and cultivate respect and inclusion for different cultures.
6. Having comprehensive coordination skills is considered from the profession involved in the planning. Students are required to have the ability to cooperate with different professional personnel and to manage projects based on different angles of the landscape game planning plan.
7. The attitude and quality of professional staff with landscapes refers to the attitude and quality of students to master the methods and skills of team cooperation and the cultivation of professional work.
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13. 行政院原住民委員會，(1998)，促進原住民地區觀光事業發展之研究，台中：統籌環境工程規劃股份有限公司。
14. 宜蘭縣政府，(1996)，龜山島風景區開發事業計畫，台中：統籌環境工程規劃股份有限公司。
15. 柯惠新、丁立宏、盧傳熙、蘇志雄、謝邦昌，(2005)，市場調查，台北：台灣知識庫股份有限公司。
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17. 陳膺強，(1999)，應用抽樣調查，台北：台灣商務出版社。
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3. Hou Jinxiong, 1995, planning for the recreational area. Taipei City: Landscape Enterprise Co., Ltd.
4. Gunn, C. A. (1994). Tourism planning: Basics, concepts, cases. Washington, DC: Taylor & Francis.
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6. Yellow Books Ecological Land Use Planning Taipei City: Zhan’s Book Bureau 2000
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8. Original work by Philip Kotler & John T. Bowen & James C. Makens, reviewed by Yin Wei and Yang Mingqing, (2006), Marketing in the Tourism and Reception Industry, Taipei: Dingmao Book Publishing Co., Ltd.
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 第一次評 圖 (規劃範圍)第一次評 圖 (規劃範圍) First review Picture (plan range) |
10 | (一)評圖成績分為組成績及個人成績。前者指每階段之評圖成績,由所有指導老師評定之平均成績為是。後者是依評完圖後，各組指導老師再依個別之組平均成績，分別評定組內個人之成績，再加計評圖時個人加分的成績。 |
| 第二次評 圖(規劃方法論)第二次評 圖(規劃方法論) Second review Picture (planning method discussion) |
20 | (一)評圖成績分為組成績及個人成績。前者指每階段之評圖成績,由所有指導老師評定之平均成績為是。後者是依評完圖後，各組指導老師再依個別之組平均成績，分別評定組內個人之成績，再加計評圖時個人加分的成績。 |
| 第三次評 圖(資源調查分析)第三次評 圖(資源調查分析) Third review Picture (resource survey analysis) |
20 | (一)評圖成績分為組成績及個人成績。前者指每階段之評圖成績,由所有指導老師評定之平均成績為是。後者是依評完圖後，各組指導老師再依個別之組平均成績，分別評定組內個人之成績，再加計評圖時個人加分的成績。 |
| 第四次評 圖(合成疊圖)第四次評 圖(合成疊圖) Fourth review (Synthetic Slice Picture) |
20 | (一)評圖成績分為組成績及個人成績。前者指每階段之評圖成績,由所有指導老師評定之平均成績為是。後者是依評完圖後，各組指導老師再依個別之組平均成績，分別評定組內個人之成績，再加計評圖時個人加分的成績。 |
| 筆試筆試 Test |
20 | 筆試內容包含整體規劃方法論、各種不同資源的調查及分析法。共分四科，每科各佔１４。每位同學均應應考。 |
