﹒ 課程內涵
1.課程操作三大單元:
課程中採取實例說明的方式，並以「社造電影院」、「社區規劃師工坊」、「社造永續學習
教室」三種單元式教學，
輔助幫助學生對於社區總體營造的實際認知及歐發學習興趣。
(1)社造電影院:播放成功營造的社區案例，透過真實影像紀錄讓學?體驗具體的情境。
(2)社區規劃師工坊:以社區引導工作坊的方式，讓學生在引導遊戲的互動過程中，
了解社區?作的實際狀況。
(3)社造永續學習教室:講授社區總體營造相關專業知識。
2.課程主要精神
東海大學亨德教授曾說:
「一所大學假如對她四周圍的社會和環境毫無影響的話，這所大學便將失去它存在的價值…
要記住，大學的門不是開向象牙之苔，而是直接開向社會的。」
所以本課程將是個挑戰:
挑戰「東海景觀人」
能否--走出東海的圍牆，走入社區「再現亨德精神」?
能否--觀察、探索、發現社區居民真正的需求?
能否--幫助在地居民從家鄉中找到生活的童心、生命的定位，營造具「社區意識」的社區景觀?
能否--引導社區居民主動參與，建立「優質的社區組織」?
能否--落實「社區參與」的行動?
能否--與他人團隊合作讓一件「好事」發生?
﹒ Course content
1. Three major units of course operation:
In the course, we take practical examples and use "social cinema", "community planner workshop", and "social education forever learning
Classroom" three types of single-type teaching,
Assist students in their actual knowledge and European learning interest in overall community construction.
(1) Social Cinema: Play successfully built community cases, and learn specific situations through real image recording.
(2) Community planner workshop: Through the community guide workshop, students can interact with the guide game.
Understand the actual situation of community work.
(3) Social Construction permanent learning classroom: teach professional knowledge related to overall construction of the community.
2. The main spirit of the course
Professor Hend of Donghai University once said:
"If a university has no influence on the society and environment around it, this university will lose its value...
Remember, the doors of colleges are not open to ivory moss, but directly to society. "
So this course will be a challenge:
Challenge "Tonghai Viewer"
Can you - walk out of the walls of the East Sea and enter the community "realize the Hend spirit"?
Can we - observe, explore and discover the real needs of community residents?
Can it be - help local residents find the childlike innocence of life and the positioning of life in their hometowns, and create a community landscape with "community consciousness"?
Can it be - guide community residents to actively participate and establish a "quality community organization"?
Can it be - the action to implement "community participation"?
Can it be -- to cooperate with other people's teams to make a "good thing" happen?
1. 教科書：【社區設計】，山崎亮 著，莊雅琇 譯，2015，台北市:臉譜出版。
2. 主要參考書：【空間就是權力】，畢恆達 著，2007，台北市:心靈工坊文化事業股份有限公司出版。
3. 課堂隨堂講義，請從教學平台下載，請每個人事先閱讀。
4. 【引導反思的第一本書】，吳兆田 著，2012，台北市:五南出版
5.【向大自然學設計:樸門Permaculture 歐發綠生活的無限可能】，Peter Morehead孟磊、江慧
儀 等合著，2011，
6.【攜手造家國-社區+學習手冊】，鄭晃二等，秋雨文化事業股份有限公司。
7.【和生活做朋友:社區空間學習手冊】，鄭晃二 著，天衛文化。
8.【社區自主營造的理念與機制】，黃世輝 著，建築情報出版
1. Educational and Science Book: [Community Design], written by Ryo Yamazaki, translated by Zhuang Yaxiu, 2015, Taipei City: Face Publishing.
2. Main reference book: [Space is Power], written by Bihenda, 2007, published by Taipei City: Xinling Workshop Cultural Affairs Co., Ltd.
3. For lectures in class, please download them from the teaching platform, please read them in advance.
4. [The first book that guides reflection], written by Wu Zhaotian, 2012, Taipei City: Wunan Publishing
5. [Designing to nature: Pumen Permaculture The infinite possibilities of European green life], Peter Morehead Meng Lei, Jiang Hui
Co-authored by Jun et al., 2011,
6. [Handmade Family-Community + Learning Manual], Zheng Huang Second Class, Qiuyu Culture Industry Co., Ltd.
7. [Be friends with life: Community space learning manual], written by Zheng Huang Er, Tianhua Culture.
8. [Concept and mechanism of independent construction in the community], written by Huang Shihua, published by Architecture Newsletter
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出缺席狀況出缺席狀況 Absent status |
10 | |
| 課堂表現-Speak out，隨堂 預習 及反思小作業課堂表現-Speak out，隨堂 預習 及反思小作業 Classroom presentation-Speak out, through the classroom preview and reflection on small works |
20 | |
| 社區診斷自主探索計畫社區診斷自主探索計畫 Community Clinic Independent Exploration Plan |
10 | |
| 期中實作報告期中實作報告 Mid-term actual report |
30 | |
| 期末實作報告期末實作報告 Final period implementation report |
30 |
