- 會議論文
共營學習地景－以台大食養農創大溪課程為例
Cooperative Learning Landscape - Taking National Taiwan University Educational Program for Example
摘要
認識社區文化可從地景開始，人有視覺學習的習性，從視覺的觀察中尋找差異與認同，是地方感很好的闡述方式，本研究以地景開始著力，從地景元素的觀察與詮釋，可看到學習者的地方感以及認同。全球化與永續發展的思維，鄉村在全球在地化的時空趨勢下，有不同於以往的產業可能，透過社區文化的展現，拉近生活與土地的關聯。鄉村空間的經營不僅是產業文化的建設，更多的豐富性來自於生活的多樣化與永續發展，近年在大溪一股新的創意的行動突破空間上保守的思維，促使在地居民認同社區文化、參與社區行動，而有新的城鄉發展模式產生。台灣大學在近年推動食養城市人文農創計畫，鼓勵課程走出學校，走入社區，將人文社會科學的知識與理論透過課程的設計，帶出學生應用實作的能力，在這個計畫鼓勵與支持老師改變教學的方式，透過課程引導學生進入真實的社區場域做專題，課程的特色有以下兩點：1.跨領域學習：在人文社會課程中開放各科系學生學習並合作進行專題。2.跨場域的實作：走出大學圍牆，進入真實的社區場域回應社會需求的學習。在本研究從情境學習的互動理論觀點探討學習空間的解放，從學校走入社區的學習，如何影響教育與社區關係，以及對於社區學習空間的型態與經營。並從食養農創大學課程的教學實驗，以行動研究探討以社會實踐為目標的教育設計中，學校與社區共同經營的學習空間模式與其捲動的地方創新。
並列摘要
Understanding community culture can start from the landscape. People have the habit of visual learning. Finding differences and identity from the visual observation is a good way to describe the local sense. This study started with the landscape, focusing on the observation of the landscape elements. The interpretation can see the learner's sense of place and identity. The thinking of globalization and sustainable development, under the global temporal and spatial trends of localization, rural areas have different industrial possibilities. Through the display of community culture, the relationship between life and land can be brought closer. The operation of rural space is not only the construction of industrial culture, but also the richness comes from the diversification and sustainable development of life. In recent years, a new creative action in Daxi has broken through the spatially conservative thinking and promoted the recognition of local residents. Community culture, participation in community actions, and new urban-rural development models. In recent years, Taiwan University has promoted the plan to support urban and rural humanistic agriculture, encouraging the curriculum to go out of the school and into the community, and applying the knowledge and theory of the humanities and social sciences through the design of the curriculum to bring out the students’ practical ability to implement the program. In order to support the teacher's way of changing teaching, students are introduced into the real community field through the course to make a special topic. The course features the following two points: 1. Cross-domain learning: In the humanities and social curriculum, students from various departments are allowed to study and collaborate on topics. 2. Cross-field implementation: Step out of the university wall and enter the real community field to respond to the learning of social needs. This study explores the liberation of learning spaces from the point of view of interactive theory of situational learning, how the learning from the school into the community affects the relationship between education and the community, and the type and management of the community learning space. And from the teaching experiment of the food and education agricultural innovation university curriculum, the action model is to explore the learning space model that the school and the community operate together and the local innovation of scrolling in the education design aiming at the social practice.