景觀資源調查分析，為景觀專業人員最基本必備的專業能力，包括對自然和人文景觀資源的分類、調查、模擬、分析和評估。本課程主要目的為加強同學對於景觀資源調查分析實務之了解，協助戶外景觀調查實作之進行，並且加強學生在GIS技術之應用，使其活用已先修之GIS課程知識，具備資料統整與繪製圖說之基本能力。
景觀資源的模擬與分析是將人所見之事物轉譯為數字符碼，再建構為可解析之數值模型的過程。對於初學者由於缺乏經驗，僅能按表操作，在缺乏練習的狀況下，常知其然不知其所以然，有鑑於此，特別增開景觀資源調查分析實作，將採取共時授課雙師教學方式，以小組方式，給予實際問題，而加以討論，採用做中學，增加學生對景觀資源調查分析中的模擬與分析之數據解析能力。
本課程內容主要包括視覺導向(專家美學分析)與文化導向(公民參與為主)兩大景觀資源調查分析之方法，技術上以GIS作為主要資料蒐集與分析工具，並且結合深度訪談與公眾參與之操作練習，導引學生將向來較為抽象的人文景觀要素及景觀認知轉化為精確或可數值化的地圖資訊，使其納入傳統視覺景觀評估之一環，並得以與自然景觀作更適切之整合評估。Landscape resource investigation and analysis is the most basic and necessary professional ability for landscape professionals, including the classification, investigation, simulation, analysis and evaluation of natural and human landscape resources. The main purpose of this course is to enhance students' understanding of the practical practice of landscape resource survey and analysis, assist in the implementation of outdoor landscape surveys, and strengthen students' application of GIS technology so that they can utilize the knowledge they have already taken in the GIS course and be able to organize and draw data. The basic ability of illustration.
The simulation and analysis of landscape resources is a process of translating what people see into digital codes and then constructing it into an analytical numerical model. For beginners who lack experience, they can only operate according to the table. In the absence of practice, they often know what is happening but do not know why. In view of this, we have specially added the practice of landscape resource investigation and analysis, and will adopt dual-teacher teaching at the same time. The method is to give practical problems in groups and discuss them, and adopt learning by doing to increase students' data analysis ability of simulation and analysis in landscape resource investigation and analysis.
The content of this course mainly includes two major landscape resource investigation and analysis methods: visual orientation (expert aesthetic analysis) and cultural orientation (citizen participation mainly). Technically, GIS is used as the main data collection and analysis tool, and it combines in-depth interviews and public participation. Operational exercises guide students to transform the traditionally relatively abstract human landscape elements and landscape cognition into precise or numerical map information, making it a part of traditional visual landscape assessment and allowing for a more appropriate integrated assessment with natural landscapes.
1. 曹正，2007，視覺景觀理論。台北市：太倉規劃顧問有限公司。
2. 曹正，2014，福爾摩沙，何時再美麗 打造台灣美質環境。台北市 :秋雨文化事業股份有限公司。
1. Cao Zheng, 2007, Visual Landscape Theory. Taipei City: Taicang Planning Consultants Co., Ltd.
2. Cao Zheng, 2014, Formosa, when will it be beautiful again? Create a beautiful environment in Taiwan. Taipei City: Qiuyu Cultural Enterprise Co., Ltd.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| GIS Lab實作 GIS Lab實作 GIS Lab implementation |
30 | 個人作業。評分項目包括課程參與主動性與完成度。 |
| PPGIS實作PPGIS實作 PPGIS implementation |
30 | 小組作業。評分項目包括PPGIS工作坊準備事項與田野調查之參與。 |
| 期末報告期末報告 Final report |
30 | 小組作業。評分項目為PPGIS的成果展現，以簡報、海報為主要方式。 |
| 平時成績平時成績 usual results |
10 | 個人評量。評分項目包含出席率、上課態度、擔任教學助理或小組長、協助課程進行等。 |
