Type of Credit: Elective
Credit(s)
Number of Students
農地利用需要有良好的環境，才能種出質優量足的農產品。近年全球氣候變遷劇烈，農業生產環境遭到破壞，加上烏俄戰爭，造成糧食短缺、糧價高漲之危機，舉世莫不重視糧食安全的問題。就狹義言，農地利用是藉由長流性資源(空氣、陽光、淨水)、儲存性資源(土壤肥沃力)以生產農作物的方式；而廣義的農地利用，則涉及農、林、漁、牧等綜合經營；但無論如何，都是利用良好的共用資源以從事生產的行為。所謂共用資源，係指排他性很低，但減損性很高的資源；例如: 不是特別屬於那一個所有權人的農地，土壤經久耕作但未輪耕或休耕調養，甚或過度使用，恐會造成共用資源的悲劇，故需預為防範，以追求農地資源永續利用，增進農村發展。我國於2016年初頒布國土計畫法，揭示農業發展地區為重要的國土功能分區之一，以確保糧食安全為原則，積極保護重要農業生產環境及基礎設施，並應避免零星發展，以強化國土資源保育及利用管理。本課程的重點，在於藉由相關理論與相關文獻閱讀、國內外案例探討，以明晰農地、共用資源和農村發展宜循之原則與執行策略。
能力項目說明
一、本課程的教學目標為:
本課程旨在解說農地利用規劃與農村發展理論基礎，探究農地、共用資源與農村發展政策、法律規範，並列舉相關實例，以便探討理論、法規對實際執行時可能產生之影響、衍生之問題，希冀明瞭理論與實際之間的差距為何、原因所在，試擬解決策略，並加強訓練學生問題分析與規劃政策研訂之能力。希冀透過網路平台達成更有效率的資訊傳遞、以利修課同學互相切磋討論。另外，由於是研究所的課程，希望師生互動式的教學方式能夠激發出更多的思考，而非單向由教師傳遞訊息。
二、本課程希能達成的學習成效為:
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評量工具與指標
學習目標與成效 |
評量工具 |
評量指標 |
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考試 |
心得 報告 |
專題 製作 |
前後測 |
其他 |
測驗 藍圖 |
評量 尺規 |
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具備規劃學習地圖與生涯發展 路徑的能力 |
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具備有效運用大學各項學習資 源 |
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具備深度閱讀的能力 |
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具備探索、熟悉新型態的數位 學習模式 |
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養成自主與終身學習的態度與 策略 |
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具備團隊合作與專題製作能力 |
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週次
Week |
課程主題
Topic |
課程內容與指定閱讀
Content and Reading Assignment |
教學活動與作業
Teaching Activities and Homework |
學習投入時間 Student workload expectation |
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課堂講授 In-class Hours |
課程前後 Outside- of-class Hours |
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1 9/6 |
第一章 農地、共用資源與農村發展的內涵 |
課程綱要之說明 |
1. 課程分組之說明 2. 本學期問題導向式學習(PBL)進行之說明 3. 校外教學之討論-因應疫情調整 4. 邀請演講 |
3 |
3 |
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2. 9/13 |
第二章-1 農地、共用資源基本設計原則之探討 |
社區為本的自然資源管理設計原則檢討 Robust Collective Action by Farm Producers: Analyzing Co-Operatives as Common Property Institutions
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1、八大設計原則 2、對原則的批判 3、重新設計八大原則 |
3
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3 9/20 |
第二章-2 集體行動的原理 |
集體行動與公共財供應之關聯性 |
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3 |
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4 9/27 (線上) |
第三章 台灣友善環境農業發展之政策和措施- 談談幾個案例 |
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課堂討論:
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3 |
3 |
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5 10/4 (線上) |
特別企劃： 第四章 從農村再生到鄉村地區整體規劃— 以花蓮光復鄉為例 |
季美珍博士演講 地政士/臺灣共用資源治理學會秘書長 |
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3 |
3 |
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6 10/11 (線上) |
第五章 友善環境耕作推動與農村發展相關 理論 |
閱讀文獻: 領導人於推展友善環境耕作的關鍵作用— 以臺中市霧峰區為例(顏愛靜、陳胤安*) 1.前 言 2.文獻綜述 3. 研究方法與個案背景 4. 研究個案領導人與集體行動之分析 5. 領導人在集體行動之關鍵作用 6. 結論與建議 |
課堂討論:
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同學報告/顏老師回應 |
3 |
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閱讀文獻 原住民族推展自然農業的困境與契機： 以新竹縣尖石鄉泰雅族為例(顏愛靜、陳胤安*) 一、前 言 二、文獻綜述 三、研究方法與個案背景分析 四、研究個案執行社區支持型農業、農民市集、線上銷售等結果之分析 五、代結論—尋找原住民部落推展自然農業的契機 |
課堂討論: 1. 社區支持型農業的推展有何困境，不足之處為何? 2.在疫情時代，農民市集、線上銷售各有何優、劣勢? |
同學報告/顏老師回應
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7 10/18 |
第六章 集體行動與 鄉村發展 |
1.原住民部落推展農村再生計畫的集體行動—以花蓮縣光復鄉阿美族南富社區為例(顏愛靜、季美珍) 2. Collective action for rice smallholder’s value chain: Insight from Yogyakarta, Indonesia
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8 10/25 (光復節放假) 9 11/1 (線上) |
第七章 共用池資源(CPR)的永續共同管理~1 |
Rethinking potentials of Co-management for sustainable common pool resources (CPR) and tourism: The case of a Mediterranean island Habib Alipour Tahereh Arefipour Ocean and Coastal Management 183 (2020) 104993 |
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3 同學重點報告 |
3 |
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9 11/1 (線上) |
第七章 共用池資源(CPR)的永續共同管理~2 |
Coming together: Insights from an Australian example of collective action to co-manage groundwater Sarah Shalsi a,e,* , Carlos M. Ordens , Allan Curtis , Craig T. Simmonsd Journal of Hydrology 608 (2022) 127658 |
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3 請同學重點報告 |
3 |
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10 11/8
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第八章 共用資源的多中心探究途徑 |
Ashutosh Sarker Ecological Economics Volume 171, May 2020, 106597
• Suguru Hirahara international journal of commons Vol. 14(1), 2020, 173-190 |
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3 請同學重點報告 |
3 |
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11 11/15 12 11/22 13 11/29 |
第九章 土地重整與土地重劃—以德國為例 ~1、~2與1~3 |
HANDBOOK ON RURAL LAND READJUSTMENT AND LAND CONSOLIDATION IN GERMANY Joachim Thomas Part one and part two PART THREE |
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3 請同學重點報告40-45分鐘，每組隊演講內容提一個問題 |
3 |
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14 12/6 |
第十一章 農村發展的起源:內生、外生、新內生? |
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3 請同學重點報告 |
3 |
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15 12/13
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第十二章 社會資本與農村創新發展~二 |
Maria Rivera, Karlheinz Knickel, José María Díaz-Puente, Ana Afonso Sociologia Ruralis January 2019 Pages 66-91
Heliyon. 2023 Aug 1;9(8):e18793. |
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3 請同學重點報告 |
3 |
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16 12/20-21
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第十章 台灣部落共用資源的學習之旅 |
自然農法和自然農業有何差別?
小米保種的集體行動
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3 請同學重點提問 |
3 |
學生應於課前預習、課後複習、找資料，在課堂上參與討論，或於Moodle平台上互相討論或提問。於教師講授後，完成指定之作業與報告，以呈現期中、期末研讀成果。原則上每篇字數約在5000～10000左右，但得依實際情形調整之。
學生應參加校外參訪活動，於參訪結束後，撰寫團體報告，並分組上台發表所選議題，分享學習內容與心得。報告結束後，將書面報告和簡報檔上傳Moodle討論區。
評分標準：期中表現（作業繳交、討論、報告、出勤狀況）：50％，參與討論表現（課堂討論參與程度、遠距教學平台使用情形）：50％，，但亦得視狀況微調之。
有關期中、期末報告之具體評量項目與給分標準如下表所示:
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項目 |
題目設定與執行方案之規劃 30% |
文獻與數據佐證30% |
結果討論 20% |
簡報呈現 20% |
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優 A 10～9 |
議題設定能引起迴響 題目與報告內容契合 行動方案具體可行 |
提出具體數據 提出相關支持論述 佐證文獻引用具體 佐證案例說明得宜 |
資料蒐集完整.分析精確.討論深入層次分明. |
文字圖表顯示精準明確 大小配置佳 呈現效果佳 |
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佳 B 8～7 |
議題設定有趣 行動方案規劃得宜 |
提出具體數據 提出相關支持論述 佐證文獻引用具體 |
資料蒐集與分析尚可.討論大致都有提到 |
文字圖表顯示正常.大小配置適中.呈現效果尚可 |
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普通C 6～5 |
議題設定引不起興趣 行動方案規劃不夠完整 |
提出具體數據 提出相關支持論述 佐證文獻引用具體 |
資料蒐集缺漏.分析稍有錯誤.討論深度不足 |
文字圖表大小顯示效果差.呈現效果普通 |
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待改進D 4～3 |
議題設定無趣行動方案規劃不可行 |
沒有提出具體數據 相關支持論述 有佐證文獻引用具體 沒有案例說明得宜 |
資料蒐集缺漏分析錯誤.幾乎沒有延伸討論 |
文意不明 圖表沒重點大小配置差 造成反效果 |
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顏愛靜(2015.06)，土地倫理為本之永續農業發展-以新竹縣尖石鄉泰雅族部落為例，都市與計畫, Vol.42, No.2, pp.209-233 (TSSCI)。
顏愛靜*;季美珍(2019.11)，原住民部落推展農村再生計畫的集體行動—以花蓮縣光復鄉阿美族南富社區為例，台灣土地研究(TSSCI)，第22卷，第2期，pp.135-169。
楊孟儒(2020)，農村地區韌性實踐之研究-以台中市霧峰區為例，國立政治大學碩士學位論文。
顏愛靜、楊孟儒(2020)，探索農村地區韌性實踐之路—以台中市霧峰區為例(一)，現代地政/人與地，第376期，PP.108-118。
顏愛靜、楊孟儒(2021)，探索農村地區韌性實踐之路—以台中市霧峰區為例 (二)，現代地政/人與地，第377期，PP.10-29。
顏愛靜(2021 / 03 / 01)，歐盟RETHINK（反思）大型研究計畫的考察及其啟示，土地問題研究季刊；20卷1期， PP. 2 – 22。
顏愛靜、陳胤安(2021/12)，國際視角和借鏡: 德國永續發展的責任—糧食、農業和鄉村地區的策略，土地問題研究季刊；20卷4期，pp.26-44。
顏愛靜(2022/6)，農村發展途徑源起－從外生發展到新內生發展模式演變的初探；21卷2期，pp.26-43。
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