設計思考是二年級設計課程的核心，分為邏輯性思考與創造性思考，邏輯性思考的訓練是希望同學能夠建立自己作品的論述邏輯，創造性思考是希望同學培養水平思考的能力，具備多種視角與聯想力，前者重點在收斂思考後者為發散思考。此外有系統的觀察與分析環境是專業能力上的培養重點，此部分又分為環境系統分析與行為觀察兩部分，環境系統分析著重在環境實質構成元素動態變化過程的了解，及其對設計的影響，行為觀察則是了解空間如何被使用，呈現何種體驗。最後，經由設計思考所產生的概念落實在空間中則是最關鍵的能力。
Design thinking is the core of the second-year design course. It is divided into logical thinking and creative thinking. The training of logical thinking is to hope that students can establish the argumentative logic of their own works. The training of creative thinking is to hope that students can develop the ability to think horizontally and have multiple perspectives and Associative power, the former focuses on convergent thinking and the latter on divergent thinking. In addition, systematic observation and analysis of the environment is the focus of professional ability training. This part is divided into two parts: environmental system analysis and behavioral observation. Environmental system analysis focuses on the understanding of the dynamic change process of the substantial elements of the environment and its influence on design. Impact, behavioral observation is to understand how the space is used and what kind of experience is presented. Finally, the most critical ability is to implement the concepts generated through design thinking into space.
「大二景觀設計」，係為期一年的課程，上、下二學期〈即分別為“景觀設計一”和“景觀設計二”〉各佔4學分。
要修讀本課，必須先修過大一的基本設計。在本系有關景觀設計系列課程之規劃架構中，同學應該在大一基本設計，先學習對環境設計元素之基本認知與探索。當進入大二景觀設計之後，各個階段訓練重點，亦必須相對地向前推進，思考層次也需要變得較廣、較深，藉此來逐步加強學生之專業知識與能力。
「大二景觀設計」課程之階段任務〈課程內容〉，主要為：
１．讓學生瞭解在作一個景觀設計案時，需要考慮那些條件？如何進行？亦即，學生在大二階段，必須養成對「設計流程」（design process）之基本概念。
２．在執行「設計流程」中，讓學生學習如何界定和處理複雜的環境設計問題，並研擬出對環境和使用者均有助益的設計對策，進而能發展出良好的基地配置及細部設計。
３．在設計技能方面，讓學生學習如何整合他們在大二修讀全部課程之所學者，作好進入大三進階課程之準備。
"Sophomore Landscape Design" is a one-year course, with the first and second semesters (i.e. "Landscape Design I" and "Landscape Design II" respectively) each accounting for 4 credits.
To take this course, you must first take freshman basic design. In the planning framework of the series of courses related to landscape design in this department, students should first learn the basic understanding and exploration of environmental design elements in the first year of basic design. After entering the sophomore year of landscape design, the focus of training at each stage must be relatively advanced, and the level of thinking needs to become broader and deeper, so as to gradually strengthen students' professional knowledge and abilities.
The stage tasks (course content) of the "Sophomore Landscape Design" course are mainly:
1． Let students understand what conditions need to be considered when making a landscape design project? How to proceed? In other words, students must develop a basic concept of the "design process" during their sophomore year.
2. In the implementation of the "design process", students learn how to define and deal with complex environmental design problems, and develop design strategies that are beneficial to both the environment and users, and then develop good site configuration and detailed design.
3. In terms of design skills, students learn how to integrate all the courses they took in their sophomore year to prepare themselves for advanced courses in their junior year.
設計思考是二年級設計課程的核心，分為邏輯性思考與創造性思考，邏輯性思考的訓練是希望同學能夠建立自己作品的論述邏輯，創造性思考是希望同學培養水平思考的能力，具備多種視角與聯想力，前者重點在收斂思考後者為發散思考。
此外有系統的觀察與分析環境是專業能力上的培養重點，此部分又分為環境系統分析與行為觀察兩部分，環境系統分析著重在環境實質構成元素動態變化過程的了解，及其對設計的影響，行為觀察則是了解空間如何被使用，呈現何種體驗。
最後，經由設計思考所產生的概念落實在空間中則是最關鍵的能力。為此，我提供了這五大方向的參考書籍，希望同學能盡量閱讀強化自己的能力。
一、邏輯性思考
1. C.A.Missimer著，蔡偉鼎譯，2002，批判思考導論：如何精進論辯，學富文化。
2. Michael Kallet著，游卉庭譯，2015，思辨的檢查：有效解決問題的終生思考優化法則，大寫出版社。
二、創造性思考
1. Edward de Bono著，許瑞宋譯，2015，打開狄波諾的思考工具箱，時報出版社。
2. Robert Fritz著，陳榮彬譯，2015，最小阻力之路，大寫出版社。
3. Tim Brown著，吳莉君譯，2010，設計思考改變世界，聯經出版社。
4.台大創新設計學院，2017，魯奇的設計思考工具書，台北：台灣大學。
三、環境系統分析
1. Kevin Lynch, Gary Hack著，張效通譯，1984，敷地計畫，六合出版社。
2. James A. LaGro, Jr.著;顏麗蓉,王偉譯，2006，基地分析:在土地規劃及設計過程中串連計畫與設計構想，台北：六合出版社。
3. Edward T. White 著;顏麗蓉, 張俊賢譯，1995，基地分析:用於建築設計的圖象資料，台北六合出版社。
四、行為觀察
1. Gooding, Julia/ Metz, Bill, 2006, Inquiry by Design, Resedog Press.
2. Jan Chipchase, Simon Steinhardt著，洪世民譯，觀察的力量，寶鼎出版社。
3. Anne Mikoleit、Moritz Purckhauer著，洪世民譯，城市密碼：觀察城市的100個場景，行人出版社。
4. 亞歷山大，1994，建築模式語彙，六和出版社。
五、概念空間化
1. 黑川雅之著，李柏黎譯，2019，八個日本的美學意識，雄獅美術。
2. 清水泰博著，黃怡筠譯，2015，意‧象‧京都：12個關鍵字帶你感受京都的空間設計，蔚藍文化。
Design thinking is the core of the second-year design course. It is divided into logical thinking and creative thinking. The training of logical thinking is to hope that students can establish the argumentative logic of their own works. The training of creative thinking is to hope that students can develop the ability to think horizontally and have multiple perspectives and Associative power, the former focuses on convergent thinking and the latter on divergent thinking.
In addition, systematic observation and analysis of the environment is the focus of professional ability training. This part is divided into two parts: environmental system analysis and behavioral observation. Environmental system analysis focuses on the understanding of the dynamic change process of the substantial elements of the environment and its influence on design. Impact, behavioral observation is to understand how the space is used and what kind of experience is presented.
Finally, the most critical ability is to implement the concepts generated through design thinking into space. To this end, I have provided reference books in these five major directions, hoping that students can read as much as possible to strengthen their abilities.
1. Logical thinking
1. C.A. Missimer, translated by Cai Weiding, 2002, Introduction to Critical Thinking: How to Improve Debate and Enrich Culture.
2. Michael Kallet, translated by You Huiting, 2015, Speculative Examination: Lifelong Thinking and Optimization Rules for Effective Problem Solving, Capital Press.
2. Creative thinking
1. Written by Edward de Bono, translated by Xu Ruisong, 2015, Opening De Bono’s Thinking Toolbox, Times Press.
2. Written by Robert Fritz, translated by Chen Rongbin, 2015, The Path of Least Resistance, Capital Press.
3. Written by Tim Brown, translated by Wu Lijun, 2010, Design Thinking Changes the World, Lianjing Publishing House.
4. National Taiwan University School of Innovation and Design, 2017, Lu Qi’s Design Thinking Toolbook, Taipei: National Taiwan University.
3. Environmental system analysis
1. Kevin Lynch, Gary Hack, translated by Zhang Xiaotong, 1984, Land Laying Plan, Liuhe Publishing House.
2. James A. LaGro, Jr.; translated by Yan Lirong and Wang Wei, 2006, Site Analysis: Connecting Plans and Design Concepts in the Land Planning and Design Process, Taipei: Liuhe Publishing House.
3. Written by Edward T. White; translated by Yan Lirong and Zhang Junxian, 1995, Site Analysis: Image Materials for Architectural Design, Taipei Liuhe Publishing House.
4. Behavioral Observation
1. Gooding, Julia/ Metz, Bill, 2006, Inquiry by Design, Resedog Press.
2. Jan Chipchase, written by Simon Steinhardt, translated by Hong Shimin, The Power of Observation, Baoding Publishing House.
3. Anne Mikoleit and Moritz Purckhauer, translated by Hong Shimin, City Code: 100 Scenes of Observing the City, Pedestrian Publishing House.
4. Alexander, 1994, Vocabulary of Architectural Patterns, Liuhe Publishing House.
5. Concept spatialization
1. Written by Masazuki Kurokawa, translated by Li Baili, 2019, Eight Japanese Aesthetic Consciousnesses, Lion Art.
2. Written by Yasuhiro Shimizu, translated by Huang Yijun, 2015, Image‧Image‧Kyoto: 12 keywords to help you experience Kyoto’s space design and azure culture.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 三次設計三次設計 Three designs |
60 | |
| LectureLecture lecture |
30 | |
| 平時成績平時成績 usual results |
10 |
