本課程的主要目標在於:
1.介紹世界潮流中景觀專業在世界襲產與文化景觀保育運動中的幾個新思維及研究的方向。
2.藉由相關文化景觀文献及檔案文件的討論設計理論,針對相關實務案例的文化景觀研究(cultural landscape studies)的國際視野加以論述襲產地景的設計。
3.使學生具備對台灣的環境景觀有更深刻的思考能力，建立同學們對於台灣相關個案的問題與解決策略的論述。

本課程的核心議題在於辯思文化景觀變遷與社會過程之關連，課程關心的問題是景觀設計在：
1,不同的景觀文化象徵意義為何？
2,如何在不同歷史階段與不同的社會脈絡下被建構？
3,這些景觀與該社會之生產與分配有何關係？本課程將介紹課程內容將以三部份理論、設計方法及相關案例的介紹。
透過台灣案例的演練讓學生由案例中建立相關研究課題,進行初步的研究。
以達到同學日後對於文化景觀保育研究與設計實務方面的能力培養。
包括景觀建築、都市規劃與設計、藝術史、文學批評、文化地理學、都市社會學、都市人類學等不同學科對文化景觀的批判分析。
研究對象則包括了文化景觀理論探討，人為營造環境與自然生態環境，城市與鄉村，制度性景觀與非正式景觀。
研究當前所謂現代景觀及後現代景觀的相關論;探索「後現代景觀設計」的社會意義與生產過程為研究核心。

The main objectives of this course are to:
1. Introduce several new thinking and research directions of the landscape profession in the world trend in the world heritage and cultural landscape conservation movement.
2. Through the discussion of design theory in relevant cultural landscape literature and archive documents, the design of native landscapes is discussed from the international perspective of cultural landscape studies with relevant practical cases.
3. To equip students with the ability to think more deeply about Taiwan’s environmental landscape, and to build students’ discussion of problems and solution strategies for Taiwan-related cases.

The core topic of this course is to debate the relationship between cultural landscape changes and social processes. The course is concerned with the issue of landscape design in:
1. What are the symbolic meanings of different landscape cultures?
2. How is it constructed in different historical stages and different social contexts?
3. What is the relationship between these landscapes and the production and distribution of this society? This course will introduce the course content in three parts: theory, design methods and related cases.
Through the practice of Taiwan cases, students can establish relevant research topics from the cases and conduct preliminary research.
In order to cultivate students' future ability in cultural landscape conservation research and design practice.
Including critical analysis of cultural landscapes from different disciplines such as landscape architecture, urban planning and design, art history, literary criticism, cultural geography, urban sociology, and urban anthropology.
Research objects include the theoretical discussion of cultural landscape, artificially created environment and natural ecological environment, urban and rural areas, institutional landscape and informal landscape.
Study the current correlation between the so-called modern landscape and post-modern landscape; explore the social significance and production process of "post-modern landscape design" as the core of the research.

1.王志弘、余佳玲、方淑惠譯，(2003)，文化地理學 (Crang, M.原著)，台北：巨流。

2. UNESCO World Heritage Center. (2008). Operational guidelines for the implementation of the world heritage conservation.

3. UNESCO World Heritage Center. (2003). Cultural landscapes: The challenges of conservation. Proceedings of the conference: World Heritage 2002, Shared Legacy, Common Responsibility, 11 - 12 November 2002 Ferrara, Italy. World Heritage Papers 7, 2002 (F).

4. Roe, M. & Taylor, K. (Eds.). (2014). New cultural landscapes. Oxon, UK: Routledge.

5. Taylor, K., Clair, A. S., & Mitchell, N. J. (2015). Conserving cultural landscapes: Challenges and new directions. New York, NY: Routledge.

6.教師自編讀本。

7. 其他指定閱讀資料。

1. Translated by Wang Zhihong, Yu Jialing, and Fang Shuhui, (2003), Cultural Geography (original work by Crang, M.), Taipei: Juliu.

2. UNESCO World Heritage Center. (2008). Operational guidelines for the implementation of the world heritage conservation.

3. UNESCO World Heritage Center. (2003). Cultural landscapes: The challenges of conservation. Proceedings of the conference: World Heritage 2002, Shared Legacy, Common Responsibility, 11 - 12 November 2002 Ferrara, Italy. World Heritage Papers 7, 2002 (F).

4. Roe, M. & Taylor, K. (Eds.). (2014). New cultural landscapes. Oxon, UK: Routledge.

5. Taylor, K., Clair, A. S., & Mitchell, N. J. (2015). Conserving cultural landscapes: Challenges and new directions. New York, NY: Routledge.

6. Teachers compile their own reading books.

7. Other designated reading materials.