1.強化觀察與分析自然生物的能力。 2.了解系統化的設計流程。 3.增加思考設計問題的深度與邏輯性。 4.熟練各種相關電腦軟硬體的操作應用原理。 5.獨立操作一個空間設計的題目。 6.本課程今年整合於2013年度東海大學發展特色教學亮點計畫之創意設計暨藝術學院提案"創新行動學習計畫：設計及藝術之城市介入"中,將與建築與工設系其他Studio進行跨領域合作。（1）仿生數位演化理論 1. 文獻回顧景觀、建築、藝術、工業設計及其他相關領域之仿生學發展歷程。 2. 探索全球最新仿生數位演化設計理論與實作案例。 3. 討論此種設計方法的優劣、特質與適用範圍。 （2）生物選取與基地觀察 1. 在指定基地中由學生自行選取觀察之生物對象，並說明探討選擇之緣由。 2. 以數位媒材紀錄呈現觀察與分析過程。 3. 以數位媒材轉換分析結果。 （3）空間或物件的再呈現與製作 (representation and fabrication) 以觀察分析出的生物行為和歷程為基礎，應用至實質空間或物件設計中，包含形式與特質。1. Strengthen the ability to observe and analyze natural organisms. 2. Understand the system design process. 3. Increase the depth and logic of thinking about design problems. 4. Be familiar with the operation and application principles of various related computer software and hardware. 5. The topic of independent operation of a space design. 6. This course was integrated this year in the 2013 creative design and art school proposal "Innovative action learning plan: Urban intervention in design and art", and will carry out other studios in the construction and engineering department. Cross-domain cooperation. (1) Bionic digital evolution theory 1. Retrospective of the development of bionic learning in landscape, architecture, art, industrial design and other related fields. 2. Explore the latest global theoretical discussions and practical cases of bionic digital evolution. 3. Discuss the advantages, characteristics and applicable scope of this design method. (2) Biological selection and base observation 1. Students select the biological objects to be observed in the designated base and explain the reasons for the exploration selection. 2. Present the observation and analysis process in digital media records. 3. Transform analysis results in digital media. (3) Representation and fabrication of space or object are based on the analysis of biological behaviors and processes, and are applied to the actual space or object design, including form and characteristics.
* 主要為上課講義
1. 佛布茲（Peter Forbes），張雨青譯，2007，學蜘蛛人趴趴走－受大自然啟發的仿生科技（The Gecko’s Foot: Bio-inspiration：Engineered from Nature），遠流出版社，台灣台北。
2. 黃義淳，2012，3ds Max 2012 3D視覺設計與絕佳動畫表現，碁峰資訊，台灣台北。
3. 吳佩玲，2008年11月，應用仿生設計理論於景觀生態設計：以台中市庄內自行車導覽解說站為例，ICLEE 2008景觀及生態工程國際研討會暨兩岸景觀及生態工程研討會論文集，台灣造園景觀學會主辦，台灣台北。
4. 吳佩玲，2007年11月，數位仿生演化設計：一個設計方法的探討與實踐，中華民國建築學會第十九屆第二次建築研究成果發表會論文集，中華民國建築學會主辦，台灣台中。
5. 吳佩玲，2008年12月，以詩與數位媒材模擬再現校園景觀建築，2008景觀論壇-景觀世紀新思潮論文集，中華民國景觀學會主辦，台灣台北。
* Mainly for class lecture
1. Peter Forbes, Zhang Yuqinglu, 2007, Learning Spiderman Walking - The Gecko's Foot: Bio-inspiration: Engineered from Nature, Far-Flow Publishing House, Taiwan and Taipei .
2. Huang Yichun, 2012, 3ds Max 2012 3D visual design and excellent animation performance, Greefeng information, Taipei, Taiwan.
3. Wu Peiling, November 2008, Applying Bionic Design and Research on Landscape Ecological Design: Taking the self-cycle navigation explanation station in Zhuangzhou, Taichung City as an example, ICLEE 2008 International Conference on Landscape and Ecological Engineering and Cross-Strait Landscape and Ecological Engineering Research Conference , hosted by the Taiwan Park Scenic Scenic Scientific Association, Taiwan Taipei.
4. Wu Peiling, November 2007, Digital Bionic Evolution Design: An Exploration and Implementation of Design Methods, Collection of Essays of the 19th Second Architecture Research Results of the Representatives of the Construction Society of the Republic of China, hosted by the Construction Society of the Republic of China, Taichung, Taiwan.
5. Wu Peiling, in December 2008, recreated the campus landscape architecture with poetry and digital media simulation, 2008 Landscape Forum - Collection of New Thoughts on Landscape Century, hosted by the Landscape Society of the Republic of China, Taipei, Taiwan.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時上課主動參與、發問及建議之表現平時上課主動參與、發問及建議之表現 Expressions of active participation, questions and suggestions during class |
20 | |
| 平時作業平時作業 Normal operation |
40 | |
| 期中報告期中報告 Midterm Report |
20 | |
| 期末報告期末報告 Final report |
20 |
