本計畫以景觀植栽設計課程為主，進行教學步調與實作作業內容的調整，藉以觀察對學生學習成效的影響及變化。課程教學內容不僅講述設計理論與作品賞析，也要求學生實際操作，體會從設計、施工到維護管理的全套過程，並且能繪製一套完整的植栽設計圖說。本計畫中維持過去課程成果的兩大主軸「造園實作」及「植栽設計圖說繪製」，僅調整造園實作的主題設定，以及設計圖說內容由建築設計課的小住宅設計改為造園實作作品改善設計。本計畫綜合質性及量化研究方法，在量化研究方面，利用學習效能量表、核心能力指標、基本素養量表等工具進行前後測；在質性研究方面，利用素養導向問卷訪談、作業內容等工具抽取關鍵字進行分析。結果顯示，學生在經歷過課程之後，對學習的自信程度有少量增加，也大多認為自己有達成課程目標。但在學習成果表現的作業完成度及成績方面，與前兩屆學生相比僅期末作業維持水準，其餘項目並無改善跡象。 This research will investigative of how to make the didactics and homeworks by sctual operation better for students to learning in the landscape planting design subject. Landscape planting design teaching not only the design theory and appreciation,but also requires students to practice, experience from design, construction to maintain a full set of process,and draw a complete set of planting design. This course maintains the two main axes of previous courses: "Gardening Practice" and "Planting Design Drawing". Only the theme setting of the gardening practice is adjusted, and the content of the design illustration is adopted from the Small House Design of the Architecture Design course. Changed to gardening implementation work to improve design. This project combines qualitative and quantitative research methods. In terms of quantitative research, such as learning effectiveness scales, core competency indicators, and basic literacy scales to conduct pre- and post-tests; in terms of qualitative research, it uses literacy-oriented questionnaire interviews, homework content Use other tools to extract keywords for analysis. The results showed that after experiencing the course, students' confidence in learning increased slightly, and most of them believed that they had achieved the course objectives. However, in terms of homework completion and grades, there is no sign of improvement compared to the previous two cohorts of students.
