景觀戶外教學課程應用與實踐歷程-以中原大學景觀學系「向自然學習」為例

Application and Practice of Landscape Outdoor Education:The CYLA case of 'Learning from Nature'

魏于雯(Yu-Wen Wei)

指導教授 ： 周融駿

中原大學/設計學院/景觀學研究所/碩士(2017年)

https://doi.org/10.6840/cycu201700896

摘要

學習不再是教室裡的風景，走出戶外，用感官與自然接觸，才會得到更多的學習創意和體驗，尤其是景觀設計人，更需要學用合一的教育課程與自然環境融合體驗。本文從中原景觀學系一年級的課程設計實施中，探討學生從原來的教室內學習，到將學習延伸至戶外環境，讓學生直接接觸環境的實施；經由學生自身的感官與經驗來認識環境，思考自身與環境之間的關係，進而建立對於環境的關懷和保護，並在學習的過程中與他人合作，分享自身感知，而環境資源的多樣性，讓戶外教學內容上也不同於教室內的課程內容。
因此本研究透過一個課程的設計與實施，來探討景觀戶外教學所進行環境教育的歷程變化，與學生自我評估學習效果的課程因素，並了解課程實施之困難與建議。研究對象名為「向自然學習」的課程為中原大學景觀系一年級專業課程與戶外教學結合之課程設計。目地是以真實的自然生態，是讓學生實際的觀察環境、感受環境，更進一步從做中學認識環境，進而提升學生對於環境認同，在未來設計中減少對於環境的破壞。
本研究蒐集歷年教學活動理念、實施過程與方法，以及學生學習活動照片、影片、學生作品、學生心得記錄與教師訪談等資料，將教學實踐歷程歸納與分析。歸納出「向自然學習」傳承源自於「向原生學習」的課程理念，學習場域則從「到原住民部落」體驗學習部落人民與自然和諧的生活智慧，到轉化為「到自然環境-桃源仙谷」體驗學習觀察昆蟲生態與環境生態平衡的規律，在學習景觀設計的基礎觀念時，傳達給景觀學系學生對於「人與群體」、「人與自然」、「人與空間」、「環境與設計」的核心價值。在課程架構與實施上也經過歷年專業教師群不斷的修正、調整，自94學年度(2005年)到105學年度(2016年)已發展出漸趨穩定成熟的教學架構與流程：一學期的課程從「我與我的環境」開始、「昆蟲觀察」、「結構模型」、「桃源仙谷環境體驗」、「設計構想」、「桃源仙谷實作」、「作品發表交流會」、到延伸的「專題設計發展」等課程設計流程，透過整體系列的教學過程與操作方式，將「向自然學習」與「向原生學習」的景觀設計理念具體化傳遞給學生學習。這些課程發展歷程所實踐的效果，在學生自我評估與成效的訪談資料分析中，顯示出這些課程設計的正確觀念深刻的根植於學習者心中。
本研究期盼藉由整理完整的課程歷程，提供未來景觀學系之戶外教學的相關課程內容設計及學術研究之參考，以提升戶外教學對於學生的環境認知效益。

關鍵字

戶外教學 ； 環境教育 ； 環境認知 ； 課程設計

並列摘要

The student extends classroom learning to the real environment, and contacts the environment directly .They can understand the local environment by their own senses, and think about the relationship between themselves and the environment, and the establishment of the care and protection of that. They work with others, and share their perception in the learning process. In addition, the diversity of environmental resources also let the outdoor environmental different from the classroom course content. So this study uses case analysis to discuss the course of outdoor environmental, and the problem in the environmental education.
　　In the case of Chung Yuan Christian University, Department of Landscape Architecture, (CYLA), the “Learning from Nature "is a first-year professional landscape design course which combines outdoor environmental and participatory design. They uses a real natural ecosystem as a design project site, it can observe and feel the environment, and learn the environmental by the process. It can enhance the environmental identity from students, and reduce damage to the environment in their future works.
　　This study collects the data of outdoor environmental activities, photos, films, works, experiences of the students, the interviews with teachers, and induction and analysis to this course. We summed up the curriculum concept “Learning from Nature” which inherited from “Learning from Original”, learning field is also converted form “To the Aboriginal Tribe” which experience and learning the wisdom of life and harmonious with natural from the tribal people, to “To the Natural Environment - Taoyuan Wonderland” which experience the law of insect ecology and ecological balance, and communicate the core values for “People and Groups”, “People and Nature”, “People and Space”, and “Environment and Design” to our students when they are learning the basic concept of landscape design. We correct and adjust the structure and implementation of curriculum by the professional teachers every year, and developed a stable and mature teaching structure and process from 2005 to 2016, a series course of one semester beginning with “I and My Environment”, “Insect Observation”, “Structural Model”, “Environmental Experience in Taoyuan Wonderland”, “Design Conception”, “Implementation in Taoyuan Wonderland”, “Seminar for Works Presentation”, and extending to “Theme Design Development”…etc. Through the overall series of teaching process and mode of operation, we concretize our landscape design conception “Learning from Nature”, and “Learning from Original” to our students for learning.In data analysis of the interview for student self-assessment and effectiveness, it shows that the correct conception of those course designs, which is effect by those curriculums change and evolution are deeply rooted in the hearts of our students.
　　This study expects to complete the curriculum course, provides reference for the course design and academic research of the outdoor environmental of landscape, enhances the effectiveness of outdoor environmental for students' environmental cognition.

並列關鍵字

Outdoor Education ； environmental education ； Environmental cognition ； Course Design

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