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。本課程與113-1開授的《環境共生設計導論》為系列性課程，分別開在上下學期，可單獨選修不受限。本學期以「實踐」為核心，將延續《環境共生設計導論》課程脈絡，並持續做為東海大學USR計畫－「大肚山三生共創地方永續」的夥伴課程，期許學生應用社區設計相關專業知識理論與設計方法流程於真實研究場域中。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 real society, and then actively care about the specific problems that occur in their own life circle and express their actions. The field in which this period plans to participate in action research is Dadushan Community. The topic of concern is: Dadushan education students, students will observe the scene of field life through the form of cross-region teams, and conduct observations on the phenomena of inherent things and fields in people's living conditions, natural environments, and artificial environments. Information collection in the field, interaction and co-bearing with local living people, and life environment experience in the field, etc., thus establishing problem awareness/setting topics, integrating information/proposing hypotheses, reviewing problem solutions, and putting forward design proposals for the response questions, and finally conducting practical actions in a specific form. This course is based on the United Nations SDGs indicators "Quality Education", "Yongshengcheng Township" and "Diverful Partner Relations" as social goals. The focus of field research and proposal design determines the retention and development of local traditional lifestyle folk arts. In addition to practical learning of a folk art, it also attempts to understand, methodize and file the content of the topic and establish a future educational promotion model. This course is a series of courses and is held in the first and second sessions and can be selected for individual training without restriction. This period is centered on "Practical" and will continue the course of "Environmental Symbiosis Design" and continue to be the partner course of the USR plan of Donghai University - "Dadushan Three Lifes of Creation of Places forever". Students are allowed to apply professional knowledge theory and design methods related to community design in the real research field.
社企流 Social Enterprise Insights 著，《社企力 ! 社會企業＝翻轉世界的變革力量。用愛創業，做好事又能獲利！》，果力文化出版，2014年4月1日
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）
Jan Gehl，《LIFE BETWEEN BUILDINGS》，Jan Gehl（1987）
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
Social Enterprise Insights, Social Enterprise Power! Social Enterprise = the transformation force that transforms the world. Use love to start a business, do good things and make profits! 》, published by Guoli Culture, April 1, 2014
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)
Jan Gehl, LIFE BETWEEN BUILDINGS, Jan Gehl (1987)
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 culture, 2020
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出缺席狀況＆課程參與度出缺席狀況＆課程參與度 Absenteeism & 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 |
