台灣的文化資產保存法於1982年制定後，有形文化資產的古蹟、歷史建築、聚落、考古遺址、天然紀念物、甚至是小尺度的文物等，這些具體的既成文化現象便開始了物理、制度性的保存作業；此外的無形無化資產，譬如工藝技術、表演藝術、民俗行為、傳統知識體系等以教導傳承性、具有不可視、隨時間演化的文化現象也在21世紀後積極地展開傳習與推廣。發展至今在實務上，從上而下的行政治理，到由下到上民間的操作經營，有非常多面向的保存事業的專業產生，是必須從這些專業來認識文化資產的保存現況。
除此之外，文化資產保存事業的蓬勃雖是在20世紀末，但其概念發展可追溯至文明延展的清領時期。又或著放眼全世界，文化資產的概念與近代國家的意識也密不可分。因此瞭解文化資產保存的歷史發展是一個理解驅動社會建立共同體身分認同的關鍵外，也是打開人與物質文明的感知關聯之鑰。
不過，此課程雖然通盤介紹包含無形文化資產概況，但著重以歷史空間的文化資產為基礎，目標除了使課程修習者能夠充分地掌握歷史人文空間學理概念之外，並能有應用操作於社會需求的實踐能力，也就是試圖以此課程作為一介面，讓人文社會科學的專業能夠進入、融合當代現實社會。
具體上，課程分為文化資產總論、人文與社會歷史空間學理基礎以及文化資產運用實踐三個部分：
文化資產總論由開課教原授課，傳授文化觀的相關理論、保存理論與概念以及文化資產的發展歷程、世界遺產與文資法規。
人文與社會歷史空間學理的基礎也為教員授課，主要教授歷史空間相關的學術視野，包含聚落地理學、歷史地理學等人文地理學門的空間觀；也講述以空間紋理為基礎的空間型態論、場所精神等的空間分析手法；之後再統合民俗學、考現學乃至於超藝術湯瑪森視角的路上觀察學等的田野調查手法與技術。
課程前半傳授上述的學理知識，建立修習者歷史人文空間的文化資產基礎視野、觀察分析手法與命題的設定能力。
文化資產運用實踐的部分，可再分為運用端的經驗傳承，以及實踐技術的操作兩種修習方式，亦即業師的傳習與課程修習者實務操作兩方法。課程安排至少六位在各種不同領域上於歷史人文空間上著墨的專家作為講座業師，包含了景觀/建築文化資產調查與再利用規劃（古蹟修復/規劃師）、地方創生（或社造師）、地方治理與行政（文化局處官員）、故事地圖寫作（歷史GIS作家）、藝術展演、歷史場所物業經營等面向的專業人士。而修習者在得到各種領域的經驗傳習後，可選擇專門領域中的其中之一，模擬或企劃其專業之事業項目作為期末成果報告接受課程所有成員評判檢視。
以上，修習者在此課程中從學理建立歷史人文空間的學識基礎，之後透過業師的經驗分享方式了解當前社會的文化資產保存實踐。以此為出發點，讓修習者明白學理如何與社會實踐連結，最後課程再使修習者思考未來的實務運用方向，並藉由自我設定企畫、模擬和操作的過程來建構出未來銜接社會的可能性。
After the preservation method of Taiwan's cultural assets was formulated in 1982, these specific cultural phenomena of the ancient lands, historical buildings, settlements, archaeological sites, natural thoughts, and even small-scale cultural relics of tangible cultural assets began physics and systems. In addition, intangible and intangible assets, such as craftsmanship, performance art, folk behavior, traditional knowledge systems, etc., to teach inheritance, unobservation, and evolution at any time, cultural phenomena that have also been vigorously developed after the 21st century Promote. In terms of development to this day, from top to bottom political theory to operational operations from bottom to top private sectors, there are many professionals for preservation, which must be recognized from these professions to preserve cultural assets.
In addition, although the preservation of cultural assets was booming in the late 20th century, its conceptual development can be traced back to the Qing Dynasty when civilization extended. Or looking around the world, the concept of cultural assets is also closely related to the ideas of modern countries. Therefore, understanding the historical development of cultural assets preservation is a key to understanding the development of social development and building a common identity, but also a key to opening up the perceived relationship between people and material civilization.
However, although this course introduces the general context of intangible cultural assets, it focuses on the cultural assets of historical space as the basis. In addition to enabling course trainees to fully grasp the concept of historical and cultural space, they can also have application operations in social needs. The practical ability of the test is to use this course as an interface to enable the profession of humanities and social sciences to enter and integrate contemporary real society.
Specifically, the course is divided into three parts: cultural asset summary, humanities and social historical space theoretical foundation, and cultural asset application practice:
The cultural asset summary is based on the original teaching of the course, which teaches cultural concepts, preservation theory and concepts, the development process of cultural assets, world industry and cultural asset laws.
The foundation of humanities and social historical space science is also taught to teachers, mainly teaching academic visions related to historical space, including the space view of human geography, historical geography and other human geography; it also describes the space pattern based on space texture. Space analysis techniques for discussion, venue spirit, etc.; then combine field survey techniques and techniques such as folk customs, study, and even observation on the road from the perspective of super-artistic Tomato Mason.
The above-mentioned theoretical knowledge is taught in the first half of the course, and the practitioners' cultural asset foundation, observation and analysis techniques and task setting ability in the historical and cultural space.
The practical part of cultural assets can be further divided into two ways of training: experience inheritance at the operating end and operation of practical technology, namely, two methods of training by the practitioner and practical operation by the course practitioner. The course is arranged as lecturers for at least six experts who have written in the historical and cultural space in various different fields, including landscape/architecture and cultural asset surveys and reuse planning (ancient rehabilitation/planner), local creators (or social engineers). ), local governance and administration (official staff of the Cultural Bureau), story map writing (historical GIS writer), art exhibitions, historical venues and other professionals. After receiving experience in various fields, practitioners can choose one of the special fields to simulate or plan their professional business projects as final results report acceptance course reviews.
Above, in this course, students will establish a foundation for the intellectualization of historical and cultural space from the sciences, and then learn about the preservation of cultural assets of current society through the experience sharing method of the practitioner. This is a development point to let practitioners understand how science connects social practice. Finally, the course allows practitioners to think about future practical application directions, and construct future social possibilities through self-setting of the planning, simulation and operation process. sex.
以「人文與歷史空間」田野調查的基本觀念與技術，是著重於空間中歷史痕跡的掌握，培養具有觀察建築風貌、聚落特徵並與文獻比對的能力，藉此培養社會群體的觀察敏感度，以此作為文化本質詮釋抽象能力的前提。
The basic concepts and techniques of field surveys with the "humanities and historical space" focus on mastering historical traces in space, and cultivate the ability to observe the style of the building, settlement characteristics and comparison with culture, thereby cultivating the observation sensitivity of social groups. , this is used as a prerequisite for cultural essence to describe abstract ability.
開學後第一堂課公布參考書目
Reference books published after the first class
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席成績出席成績 Attendance |
10 | |
| 課堂表現及參與度課堂表現及參與度 Class performance and participation |
20 | |
| 期中提案期中提案 Midterm proposal |
30 | |
| 期末成果發表期末成果發表 Final results are published |
40 |
