以聲景理論應用於農鄉文創設計之教材設計與教學實踐歷程

Applying Soundscape Theory to Teaching Material Design and Teaching Practice of Cultural and Creative Design of Rural Villages

10.6870/JTPRHE.201806_2(1).0003

盧麗淑(Li-Shu Lu)

教材開發 ； 教學歷程 ； 跨領域 ； 農鄉文創設計 ； 聲景理論 ； teaching material design ； teaching process ； interdisciplinary ； cultural and creative design of rural villages ； soundscape theory

大學教學實務與研究學刊

2卷1期（2018 / 06 / 30）

53 - 78

繁體中文

本研究藉由教育部整合創新人才培育計畫的執行，進行聲景理論應用於農鄉文創設計教材開發，整體教學以4D服務設計為依據，規劃聲景概念與理論、場域分析與聲景探尋、聲景採集與思考轉化等三個教材單元，並以講述教學、業師協同教學、跨校課程模組交流機制等方式，進行教材應用與教學實踐。經由教學歷程提出兩點建議：一、課程教學進程面：包含課程前置之教學團隊共識、課程執行之「KM-4D-E」完整教學模式融入、課程成果提案之產學雙師的交叉建議、以及課程回顧與反思等四階段；二、課程規劃思考面：建議未來若開設此類課程，至少應以一學年度為執行依據，以同心圓與模組概念建立起跨領域教學之橫軸（廣度）與縱軸（深度）網絡，並隨時代演變而做調整修正，以因應隨時轉變的教學現場。

This study implemented the Ministry of Education's innovative talent cultivation programs that focus on the application of soundscape theory in the cultural and creative design of rural villages. The development of teaching material and practices was recorded and analyzed, and teaching reflections and suggestions for interdisciplinary curricula are proposed. In this study, the teaching process was based on the 4D service design, and constructed 3 units: the soundscape concept and related theories, location analysis of rural villages and exploration of soundscape, and a soundscape collection method and transformation of thought. Through teaching methods, such as lectures, collaborative instruction with industry experts, and cross-school exchange, the study applied various teaching materials and practices. Using the results of this course, this study proposes 2 suggestions regarding the instruction of interdisciplinary and practice: (1) course instruction progress, which occurs in 4 phases-consensus among the teachers preparing the course, introduction of the complete KM-4D-E(Knowledge & Methodology-4DEvaluation) teaching model used in course practice, suggestions for industrial and academic teachers based on the coursepplication of soundscape theory in the cuon; and (2) thoughts about course planning, which suggested the course time for similar future courses is one academic year. Using concentric circles and the module concept, the study established a horizontal (scope) and vertical (depth) axis network of interdisciplinary instruction and adjusted and modified them over time to respond to global changes.

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