一、主要內容:
以完成農委會水土保持局「大專生油游農村競賽」計畫為挑戰主軸。
6-8人建立一「績效團隊」，
找到一農村，完成「駐村計劃書」及「Catch your eye」電影，
各組可是狀況是否參與競賽。

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塔，而是直接開向社會的。」

所以本課程是個實踐力的挑戰:
挑戰「東海景觀人」
能否--進入社區「再現亨德精神」？
能否--觀察、探索、發現社區真正的需求？
能否--引導社區建立「績效的團隊」？
能否--幫助居民從家鄉中找到生活的重心、生命的定位，
營造具「社區意識」的社區景觀？
能否--協同社區完成「參與式社區景觀行動計畫」提案？
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？

二、行動方案:
依照農委會水土保持局「大專生油游農村競賽」計畫規定。

三、操作策略
(一)透過觀摩「大專生洄游農村競賽」歷年的案例，營造共同情境、認識。
(二)規劃行動歷程，體驗實際參與過程及執行細節，面對問題，解決問題。
(三)執行過程以「大專生油游農村競賽」歷年的案例及狀況誘導，累積實做經驗。
(四)完成工具書製作，以利爾後能獨立作業參考。

1. Main contents:
The main challenge is to complete the "College Oil Production Rural Competition" project of the Soil and Water Conservation Bureau of the Council of Agriculture.
Establish a "performance team" of 6-8 people,
Find a rural village and complete the "Village Residency Plan" and the "Catch your eye" movie.
Each group can decide whether to participate in the competition.

Professor Hind once said:

"A university that has no impact on the society and environment around it will lose its
The value of existence... Remember that the door of the university does not open to the ivory tower, but directly to society. "

So this course is a practical challenge:
Challenge "East China Sea Landscape People"
Can we enter the community to "reproduce the spirit of Hende"?
Can you - observe, explore, and discover the real needs of the community?
Can you guide the community to build a "performance team"?
Can it help residents find the focus and orientation of life from their hometown?
Create a community landscape with "community awareness"?
Can we collaborate with the community to complete the "Participatory Community Landscape Action Plan" proposal?
Can we implement "community participation" actions? Can you work with others and a team to make a "good thing" happen?

2. Action plan:
In accordance with the provisions of the "College Oil Production Tour Rural Competition" plan of the Soil and Water Conservation Bureau of the Council of Agriculture.

3. Operation strategy
(1) Create a common situation and understanding by observing the cases of the "College Students Migration Competition to Rural Areas" over the years.
(2) Plan the course of action, experience the actual participation process and implementation details, face and solve problems.
(3) The implementation process is guided by the cases and situations of the "College Rural Oil Tour Competition" over the years to accumulate practical experience.
(4) Complete the production of reference books to facilitate independent work reference in the future.

1. 課堂隨堂講義，請從教學平台下載，事先閱讀。
2. 農委會水土保持局「大專生油游農村競賽」歷年案例。
3.【友善空間:創造對話的參與式營造】，鄭晃二，2002，台1:田凰城市文化出版。
4. 工具書:【視覺溝通的法則 】，南西 杜爾特(Nancy Duarte)著，
黃怡雪 譯，2011，台1市:大雪出版。
5.【畫個圖講得更清楚】，Nabeel Hamid 等合著，張恆甫 等合譯，2010，台1:時報文化出版。

1. Please download the classroom handouts from the teaching platform and read them in advance.
2. Previous cases of the "College Oil Production Tour Rural Competition" of the Soil and Water Conservation Bureau of the Committee of Agriculture.
3. [Friendly Space: Participatory Construction of Creative Dialogue], Zheng Huanger, 2002, Taiwan 1: Tianhuang Urban Culture Publishing House.
4. Reference book: [Laws of Visual Communication], written by Nancy Duarte,
Translated by Huang Yixue, 2011, Taiwan 1 City: Daxue Publishing.
5. [Draw a picture to explain more clearly], co-authored by Nabeel Hamid et al., co-translated by Zhang Hengfu et al., 2010, Taiwan 1: Times Culture Publishing.