以高等教育做為公部門與在地團體與民眾的媒介，是近年來的一個發展趨勢，透過中央各單位和部會與高等教育的結合，期望能夠為地方注入中央的行政資源。當大學以開課的方式進入地方場域，除了履行大學社會責任之外，另外也希望能夠促成在地公部門與民眾之間的意見溝通。透過學生在地方的探訪調查，並具體形成初步的提案規劃，除了學生本身可以學習到團隊合作之外，也可以獲得和公部門進行意見交流的機會，而民眾和公部門也可以從這樣的初步提案獲得刺激，理解到外來者的視角是如何看待這塊地方，而對自己長期生活、視為理所當然的環境和優勢，獲得不同的想像。
換句話說，這也是另一種型態的共識會，不是透過政府部門或專家學者的單向提問，來引導地方居民進行思考，反而是透過一個已經稍有雛形的具體提案，以此為大家共同的立基點，進行對地方發展的討論。高等教育和學生的引入，也能夠緩和公部門和在地民眾因為特定議題而形成的緊張氛圍，如同大家所知，部分敏感議題通常也是地方上刻不容緩要解決的問題，如果這樣的議題，以學生提案的形式來包裝，也能夠讓大家願意針對這些議題發言，而不會因為過多揣測與考量，而阻礙了地方發展的可能。
本課程計畫採主題式探討之分組模式，針對四大主題進行深入調研，分別為流動攤商訪談、市場週邊文化資源地圖製作、街區建築立面描繪，以及市場攤位閒置空間活化。以下為四大主題之細部說明與執行方式：
1. 產業圖像組：二林第一公有零售市場週邊流動攤商訪談
主要為了解群聚於市場週邊的攤商產業結構，初步觀察這些攤商多為販賣農產品，特別是蔬菜水果。希望能夠透過此次課程，了解攤商的農產品來源，也能掌握這些群聚 於二林市場週邊的攤商們的背景，如是否具有農民身份資格、是否為自產自銷、是否居住於二林四鄉鎮、通勤方式、農產品的價格等等。
2. 文化資源組：市場及週邊街區文化資源地圖化
目前GOOGLE MAP上已經可以看到二林的文化歷史景點和小吃，外地來的遊客可以按圖索驥。但是，如果是一群學生的視角，還會找出哪些二林有趣的去處呢？他們不在二林生活，當他們帶著修課的壓力和出身地的成長經驗，初次(或再次)到達這樣的小鎮，各種交錯的情境下，會用怎樣的視角觀察二林，標示出哪些他們覺得二林值得進一步探查和推廣給其他旅客的景點，希望可以透過課程讓學生們進行一次盤點，並豐富二林的文化旅遊地圖。
3. 建築故事組：市場及街區建築物之立面描繪與故事書寫
在二林鎮仁和宮對面，往市場的一小段儒林路上，有著整排不知詳細建築年份的歷史建築。這些建築包含著哪些故事和過往，又將何去何從？希望能夠透過課程中學生們的影像（手繪或照片）與訪談文字，將這些建築物標示出他們自己的特色，也建構出屬於二林街區繁華歷史。
4. 空間展示組：市場內部攤位空間及活動策劃
二林市場中有許多閒置的攤位空間等待出租，透過跟地方團體蔗青文化工作室的合作，工作室承租市場中一個空間（攤位編號248），希望能夠作為長期駐點空間。「熟市」這堂課，將會有一組學生以此空間為思考起點，為其開展各種事件發生的可能性，可能是靜態展覽，可能是動態展演，也可能是販賣在地原料製作成的輕食等等，希望這樣的嘗試可以為市場注入一些新的可能性。
Using higher education as a medium between the public sector and local groups and the people is a development trend in recent years. Through the combination of central units and ministries and higher education, we hope to inject central administrative resources into local areas. When colleges enter local areas through coursework, in addition to fulfilling university social responsibilities, they also hope to promote communication between local public departments and the public. Through students' local visits and specific planning, in addition to learning teamwork, students can also gain opportunities to communicate opinions with the public authorities. The public and public authorities can also be stimulated from such preliminary proposals, understand how the outsider views this place, and gain different imaginations about their long-term life and environment and advantages.
In other words, this is also another common understanding. It is not to ask questions from government departments or experts to guide local residents to think, but to use a specific proposal that has become a common foundation for everyone to discuss local development. The introduction of higher education and students can also reconcile the tension between the public and local people due to specific issues. As we all know, some sensitive issues are usually problems that cannot be solved in the local area. If such issues are packaged in the form of student proposals, it can also make everyone willing to speak about these issues without hindering the possibility of local development by thinking too much and considering too much.
This course plans a theme-based discussion model, and conducts in-depth research on the four major themes, namely mobile business visits, market weekly cultural resource map production, street building facade drawing, and market location activation. The following are detailed instructions and execution methods for the four major topics:
1. Industry image set: Visiting and discussing the mobile business of Erlin’s first public retail market on the weekly basis
The main purpose is to understand the business structure of the industry gathered around the market week, and to initially observe that these manufacturers are mostly selling agricultural products, especially vegetables and fruits. I hope to understand the origin of farmers' agricultural products through this course, and also to understand the background of farmers gathered in the Erlin Market Weekly, such as whether they have the qualifications of farmers, whether they are self-produced and self-selling, whether they live in Erlin and Fourth Township, commuting methods, the prices of agricultural products, etc.
2. Cultural resource group: map of cultural resource in market and the streets in the weekly area
Currently, Erlin's cultural and historical attractions and snacks can be seen on GOOGLE MAP. Visitors from other places can click on the picture to search. However, if it is a group of students' perspectives, what interesting places can you find in Erlin? They do not live in Erlin. When they take the pressure of their courses and experience of their growth in their hometowns, they will first (or again) arrive in such small towns, and use the perspectives to observe Erlin in various situations of miscommunication, and show which attractions they think Erlin is worth further exploring and promoting to other tourists. I hope that students can take a plate through the course and enrich Erlin’s cultural tourism map.
3. Architectural story group: description of facades of buildings in markets and streets and storybooks
Opposite Renhe Palace in Erlin Town, on a short section of Rulin Road to the market, there are a whole row of historical buildings with unknown years of construction. What stories and past do these buildings contain, and where will they go? I hope to show their own characteristics through the students' images (hand drawings or photos) and interview texts during the course, and also build the traditional history of Erlin Street.
4. Space display group: internal space space and event planning in the market
There are many free spaces waiting to be rented in Erlin Market. Through cooperation with local group Luosuoqing Cultural Studio, the studio rents a space in the market (local number 248), hoping to serve as a long-term space. In the course of "Shushi", there will be a group of students using this space as a starting point for thinking, and the possibility of various events occurring for them may be a quiet exhibition, an dynamic exhibition, or a light food made from local raw materials, etc. I hope that such a trial can inject some new possibilities into the market.
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 書面報告書面報告 Written Report |
60 | 詳細內容請見「課程其他要求」 |
| 成果發表成果發表 Results Publishing |
30 | 詳細內容請見「課程其他要求」 |
| 小組互評小組互評 Groups to review each other |
10 | 詳細內容請見「課程其他要求」 |
