本學期之《生態行為與設計論》課程，乃以生態心理學之環境認知理論作為學術研究基礎，主要透過團體閱讀討論及田野研究的教學模式，引導學生從日常生活環境中發生的人事物樣貌中，重新體認其對自然元素（光、影、材料、質地…等）、生態法則（感官、行為、認知、律動、能源循環…等）、環境價值（空間氛圍、Affordance…等）的體感經驗與心靈感受，強化感官知覺能力與環境互動內容，並重新檢視「物對人、物對生活、物對環境」的意義，從而建立具人文思維的設計觀。This semester's "Ecological Behavior and Design Theory" course is based on the environmental cognition theory of ecological psychology as the basis of academic research. It mainly uses group reading discussions and field research teaching methods to guide students to learn from the people and things that happen in their daily life environment. In the appearance, re-recognize its influence on natural elements (light, shadow, material, texture...etc.), ecological methods Somatosensory experience and spiritual feelings of principles (sensory, behavior, cognition, rhythm, energy cycle...etc.), environmental value (space atmosphere, Affordance...etc.), strengthen sensory perception ability and environmental interaction content, and re-examine the "things versus people" , objects to life, objects to the environment", thereby establishing a design concept with humanistic thinking.
深澤直人, 後藤武, 佐佐木正人（2004），黃友玫譯（2008），不為設計而設計=最好的設計：生態學的設計論，漫遊者文化（中譯本）
Naoto Fukasawa, Takeshi Goto, Masato Sasaki (2004), translated by Huang Youmei (2008), Not Designing for Design=The Best Design: Ecological Design Theory, Wanderer Culture (Chinese translation)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 讀書報告讀書報告 book report |
30 | 閱讀內容摘錄之關鍵性、觀點陳述之主張性、理論應用之正確性與可行性 |
| 田野調查報告田野調查報告 fieldwork report |
30 | 調查內容之多元性、資料整理之系統性、資料內容之可應用性 |
| 研討會論文研討會論文 seminar paper |
40 | 論文架構之完整性、研究方法之適切性、研究結論之價值性、寫作之流暢性 |
