112年第2學期-7177 文化景觀理論與實務 課程資訊

評分方式

評分項目	配分比例	說明
上課參與 (Class Participation)	20
主持討論 (Leading Discussion)	20
作業 (Assignments)	30

教育目標

1.讓學生習得世界襲產與全球文化景觀保育運動中的新思維及研究方向。 2.藉由全球文化景觀研究成果及相關實務案例剖析，讓學生習得文化景觀與襲產地景的規劃設計。 3.使學生對台灣的環境景觀有更深刻的思考能力。 4. 提升學生對於台灣文化景觀相關個案的問題發掘與解決能力。 The main objectives of this course are: 1. To equip students with new perspectives and research directions in world heritage and the global cultural landscape conservation movement. 2. Through the analysis of global cultural landscape research outcomes and relevant practical case studies, enable students to grasp the planning and design of cultural landscapes and heritage sites. 3. Foster a deeper capacity in students to contemplate Taiwan's environmental landscapes. 4. Enhance students' abilities to identify and resolve issues related to Taiwan's cultural landscape cases.

基本資料

選修課，學分數：0-3
上課時間：四/6,7,8[ST508]
修課班級：景觀碩1,2
修課年級：1年級以上
選課備註：

參考書目

1. UNESCO World Heritage Center. (2008). Operational guidelines for the implementation of the world heritage conservation.

2. UNESCO World Heritage Center. (2003). Cultural landscapes: The challenges of conservation. Proceedings of the conference: World Heritage 2002, Shared Legacy, Common Responsibility, 11 - 12 November 2002 Ferrara, Italy. World Heritage Papers 7, 2002 (F).

3. UNESCO. (2012). Records of the General Conference, 36th Session (Vol. 1): Resolutions. Paris, 25 October - 10 November, 2011. 《41 Recommendation on the Historic Urban Landscape, including a glossary of definitions (pp. 50-55) 》

4. Taylor, K., Clair, A. S., & Mitchell, N. J. (2015). Conserving cultural landscapes: Challenges and new directions. New York, NY: Routledge.

5. Crang, M. (1998). Cultural geography. New York, NY: Routledge.
王志弘、余佳玲、方淑惠譯，(2003)，文化地理學 (Crang, M.原著)，台北：巨流。

6. MacCannell, D. (1999). The tourist: A new theory of the leisure class. Los Angeles, CA: University of California.(pp.91-107 Staged Authenticity)

7. Other assigned reading materials。