1.使學生習得療癒景觀概念與發展歷史。
2.使學生藉由對療癒景觀基礎理論與實證研究成果的理解來增進《循證設計 (Evidence-based design)》概念。
3.使學生能應用理論與實證研究成果來操作療癒景觀營造與設計。1. Make students feel comfortable with the concept of landscape and development history.
2. Enable students to add to the concept of "Evidence-based design" through their understanding of basic theories of landscape and practical research results.
3. Enable students to apply theoretical and practical research results to operate landscape construction and design.
1. Appleton, J. (1996). The experience of nature. New York, NY: John Weily & Sons. (Ch4 A framework of symbolism, pp. 73-107)
2. Kaplan, R., & Kaplan, S. (1989). The experience of nature: A psychological perspective. New York: Cambridge University Press. (Ch2. Prediction of Preference, pp. 40-71; Ch6. The Restorative Environment, pp. 177-200)
3. Kellert, S. R., & Heerwagen, J. H., & Mador, M. L. (Eds.) (2013). Biophilic design: The theory, science and practice of bringing buildings to life. Hoboken, NJ: John Wiley, & Sons.
4. Marcus, C. C., & Sachs, N. A. (2014). Therapeutic landscapes: An evidence-based approach to designing healing gardens and restorative outdoor spaces. Hoboken, NJ: John Wiley & Sons.
5. Souter-Brown, G. (2015). Landscape and urban design for health and wellbeing: Using healing, sensory, and therapeutic gardens. Oxon, UK: Routledge. (Part III Designing Healing Gardens Using an Inclusive, Salutogenic Approach: Ch10-12, pp. 199-265)
6. Viljoen, A., & Howe, J. (2012). Continuous Productive Urban Landscapes. Oxford, UK: Architectural Press.
7. 沈瑞琳，（2024），台灣流園藝治療：邁向自然療育學，全齡健康新趨勢。台北：城邦文化。
1. Appleton, J. (1996). The experience of nature. New York, NY: John Weily & Sons. (Ch4 A framework of symbolism, pp. 73-107)
2. Kaplan, R., & Kaplan, S. (1989). The experience of nature: A psychological perspective. New York: Cambridge University Press. (Ch2. Prediction of Preference, pp. 40-71; Ch6. The Restorative Environment , pp. 177-200)
3. Kellert, S. R., & Heerwagen, J. H., & Mador, M. L. (Eds.) (2013). Biophilic design: The theory, science and practice of bringing buildings to life. Hoboken, NJ: John Wiley, & Sons.
4. Marcus, C. C., & Sachs, N. A. (2014). Therapeutic landscapes: An evidence-based approach to designing healing gardens and restorative outdoor spaces. Hoboken, NJ: John Wiley & Sons.
5. Souter-Brown, G. (2015). Landscape and urban design for health and wellbeing: Using healing, sensing, and therapeutic gardens. Oxon, UK: Routledge. (Part III Designing Healing Gardens Using an Inclusive, Salutogenic Approach: Ch10 -12, pp. 199-265)
6. Viljoen, A., & Howe, J. (2012). Continuous Productive Urban Landscapes. Oxford, UK: Architectural Press.
7. Shen Ruilin, (2024), Taiwan’s park art treatment: towards natural education, a new trend in total health. Taipei: City-state culture.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 上課參與 Class Participation上課參與 Class Participation Participate in Class Participation |
20 | 以出席、網路平台上傳及課堂討論參與度評分。 |
| 導讀 Leading discussion導讀 Leading discussion Reading Leading discussion |
20 | 以導讀準備周全，上課簡報與導讀表現評分。 |
| 作業 Homework作業 Homework Work Homework |
30 | 依進度指定。 |
