園藝到造園的教學實踐反思：教學策略轉變的可能性探討

Reflecting on Horticultural to Landscape Architectural Education: Exploring the Possibilities of Teaching Strategy Transformations

林建堯(Chien-Yau Lin)；黃郁琇(Yu-Hsiu Huang)

造園教育 ； 實踐社群 ； 情境式學習 ； 體驗式學習 ； 翻轉教室 ； Landscape Education ； Communities of Practice ； Situated Learning ； Experiential Learning ； Flipped Classroom

造園季刊

99期（2024 / 03 / 01）

43 - 55

繁體中文;英文

本研究重點在於探討園藝系學生在造園學群科目上的學習挑戰及機會，尤其聚焦於學術與專業訓練的差異性、傳統教學模式的局限性，以及強化學生核心優勢的必要性。透過實踐社群、情境式學習、體驗式學習，及翻轉教室等教學理論，本研究提出了針對性的教學策略改進方案。策略包括調整教學內容與方法、增強跨學科合作、及實務操作與講座，目的在於提升學生的學習動機、自信心與專業能力。期望能為園藝系造園方面學科之教育實踐提供新的視角與方法，進而提升學生在景觀設計領域的競爭力和創新能力。

This study focuses on the learning challenges and opportunities for horticulture students in landscape gardening subjects, emphasizing the differences between academic and professional training, the limitations of traditional teaching models, and the necessity of strengthening core competencies. Utilizing teaching theories such as Communities of Practice, Situated Learning, Experiential Learning, and Flipped Classrooms, this research proposes targeted teaching strategy improvements. These strategies include adjusting teaching content and methods, enhancing interdisciplinary cooperation, and practical operations and lectures, aiming to increase students' motivation, confidence, and professional skills. This research seeks to offer new perspectives and methods for educational practice of landscape in the Department of Horticulture, thereby enhancing students' competitiveness and innovative capabilities in the field of landscape design.