「共生環境」指的是自然環境與人工環境在一種「有機的」條件下取得調和的生活環境樣態。因此，共生環境設計就是站在與環境中之人事物共生的觀點下，將「一個地方」視為一個整體的設計對象，並能在掌握該地方具有的個別問題後，提出對該地方的共生環境而言更適切的設計處方。在邁向永續社會的目標下，探求自然環境與人工環境得以兩全的方法是當前全球共同面臨的問題，因此，本課程期望培養出具理解自然環境與人工環境的視野，且能在生活環境的構築中思索自然與人工雙向關係的整合型設計人才。
本課程將採取田野式研究教學模式，並以實際社會場域作為議題探索對象，修課學生須自己親身面對、感受、思考現實社會正面臨之種種課題的能力，進而主動關心自己生活圈中發生的具體問題，並表現行動。本學期規劃參與行動研究的場域為大肚山社區，關懷的議題為：大肚山教育創生，修課學生將透過跨領域團隊的形式，觀察場域生活的現場，在人們的生活樣態、自然環境、人工環境中，進行固有事物現象之觀察、田野現場的資訊收集、與當地生活者的互動與共鳴、田野場域之生活環境體驗等，進而建立問題意識／設定主題，資訊整合／提出假設，檢討問題解決對策，提出因應議題的設計提案，最後透過具體的形式進行實踐行動。本課程以聯合國SDGs指標「優質教育」「永續城鄉」「多元夥伴關係」做為社會實踐目標，田野研究與提案設計的重點鎖定地方傳統生活民藝的保留與發展，除了實際學習一項民藝之外，亦嘗試將該主題內容知識化、方法化、檔案化，建立未來教育推廣的模式。
"Symbiotic Environment" refers to the living environment in which natural and artificial environments are conditioned under the same "organic" condition. Therefore, symbiotic environment design is to stand at the point of symbiosis with people and things in the environment, view "a place" as a whole design object, and to propose symbiosis with that place after mastering the different problems that place has, after grasping the place, it can propose symbiosis with that place A more appropriate design approach for environment. Under the goal of continuing society, exploring the two ways of exploring the natural and artificial environments is a problem that is currently facing globally. Therefore, this course hopes to cultivate a vision of understanding natural and artificial environments and be able to live in the environment of life. The structure of the integrated design talents that think about the dual relationship between nature and artificiality.
This course will adopt a field-style research teaching model and use the real social field as the object of exploration. The students in the course must face, feel and think about the positive aspects of the actual society, and then actively care about their own life circle The specific problems that occur and show actions. The field in which this period plans to participate in action research is Dadushan Community. The topic of concern is: Dadushan education students, and students will observe the scene of field life through the form of cross-regional teams and in people's lives in the form of people's lives In the mortal, natural environment, artificial environment, observation of the phenomena of inherent things and fields Information collection in the field, interaction and co-bearing with local living people, life environment experience in the field, etc., thereby establishing problem awareness/setting topics, integrating information/proposing hypotheses, reviewing problem solutions, and putting forward design proposals for the response questions. Finally, implement the action in a specific form. This course uses the United Nations SDGs indicators "Quality Education", "Yongshengcheng Township" and "Diverful Partnership" as social goals. The focus of field research and proposal design determines the retention and development of local traditional lifestyles, in addition to the actual learning of the people In addition to art, we also try to understand, methodize and file the content of the topic to establish a model for future education promotion.
本課程導入以設計思考（Design Thinking）為基礎的問題解決策略，由所有修課學生組成跨領域創新設計規劃團隊，透過田野行動紀錄、社區工作坊、社會實驗等方式，針對真實社會場域的現狀挑戰與未來需求，建構具體可行且同時兼具社會價值與經濟產值的行動方案，並協同社區場域相關的組織／團體，共同執行、實踐。本課程與下學期授課之「環境共生設計實作」為連續性課程。
This course introduces design thinking (Design Thinking) A basic problem-solving strategy, all students in the course form a cross-regional innovative design planning team, through field action records, community workshops, social experiments, etc., to highlight the current challenges and future needs of the real social field, and to build specific A feasible and feasible action plan that has both social value and economic value, and cooperate with organizations/groups related to the community field to jointly implement and implement. This course is a continuous course with the "Environmental Symbiosis Design Activity" taught in the next session.
Nigel Whiteley 著，游萬來、楊敏英、李盈盈譯，《為社會而設計 Design For Society》，聯經出版，2014
山崎亮 著，莊雅琇 譯，《社區設計》，臉譜書房（2015）
木下齊 著，《地方創生：觀光、特產、地方品牌的28則生存智慧》，不二家出版（2018）
地方創生戰鬥論：地區營造從活動到事業，必備的思考、實踐、技巧!，行人出版（2018）
佐佐木俊尚 著，郭菀琪 譯，《策展的時代》，經濟新潮社，2012
洪震宇 著，《風土經濟學：地方創生的21堂風土設計課》，遠流，2019
何培鈞 著，《你想活出怎樣的小鎮》，遠見天下文化，2020
林承毅 著，《二地居: 地方創生未來式》，遠見天下文化出版，2020
林承毅 著，《未來創造塾No.1未來的設計創造: 打開你的五感六覺, 對接場景、逆算時代! 60堂設計未來的創意必修課》，果力文化，2022
洪震宇 著，《精準敘事:12堂課掌握說真實故事的能力,把你的經驗和專業變成感動人心的內容》，漫遊者文化事業，2023
By Nigel Whiteley, You Wanlai, Yang Minying, and Lee Yingying, Design For Society Design For Society, Published by Jointly, 2014
Written by Ryo Yamazaki, translated by Yasui, "Community Design", Face Bookroom (2015)
By Kishita, "Local Creator: 28 Survival Wisdoms of View, Specialty, Local Brands", published by Fujijia (2018)
Local Initiative Battle: Thinking, Practice, and Skills that must be prepared for regional construction from activities to careers!, Pedestrian Publishing (2018)
By Toshisaki Sasaki, translated by Guo Wanqi, "The Age of Curation", Economic Trends Club, 2012
Written by Hong Zhenyu, "Fengdi Economics: 21 local students' style design courses", Far, 2019
He Pei-ling, "What kind of town do you want to live in", See the world's culture, 2020
Written by Lin Chengyi, "Two Diju: The Future Style of Local Creation", Published by Far-see World Culture, 2020
Lin Chengyi, "Future Creation School No.1 Future Design Creation: Opening up your five senses and six feelings, connecting scenes and ignoring the era! 60 classrooms for creative designing the future", Guoli Culture, 2022
Written by Hong Zhenyu, "Exquisite Events: 12 Classes Master the Ability to Tell True Stories, Turn Your Experience and Professionals into Touching Content", Traveler Cultural Affairs, 2023
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出缺席＆課程參與度出缺席＆課程參與度 Absent & Course Participation |
30 | 出席率、課堂討論發言、課程參與態度 |
| 實作成果發表實作成果發表 Developed results |
50 | 期末發表簡報及書面成果誌 |
| 團隊合作表現團隊合作表現 Team cooperation performance |
20 | 團隊向心力、合作歷程的協調性、協力社區相關人員回饋意見與評價 |
