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研究生:陳慧娟
研究生(外文):CHEN HUI CHUAN
論文名稱:景觀與園藝療癒介入大學生壓力減緩之研究
論文名稱(外文):The study of therapeutic landscape as a stress release technique among college students
指導教授:郭毓仁郭毓仁引用關係
指導教授(外文):KUO YU JEN
學位類別:碩士
校院名稱:中國文化大學
系所名稱:景觀學系碩士班
學門:建築及都市規劃學門
學類:景觀設計學類
論文種類:學術論文
論文出版年:2007
畢業學年度:95
語文別:中文
論文頁數:71
中文關鍵詞:情緒管理療癒庭園園藝療法噴泉組合盆栽
外文關鍵詞:emotional managementhealing gardenhorticultural therapyfountainfloral design
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台灣大學生的情緒管理已經出現問題,而許多研究都指出接觸良好的景觀環境可以有效放鬆心情,對健康有所助益。因此本研究之目的乃藉由了解大學生如何情緒管理並利用景觀園藝治療提供大學生減壓的機會。本研究首先建立療癒庭園於中國文化大學景觀系屋頂陽台,並利用問卷了解中國文化大學學生對情緒管理的方法,再藉由園藝治療活動了解參與者是否可以紓壓。結果發現大學生在壓力狀態下以聽音樂自我調適最高,而從事園藝活動的則相當少。當心情不好時,會尋找的對象來抒發心情的多為朋友,而尋找較專業的對象卻佔少數。受測者對於療癒庭園的景觀元素以可以同時提供聽覺、視覺、及觸覺的中央噴泉最受喜愛。經由數週園藝治療活動之後參與者在壓力情緒調整上隨課程數增加亦有明顯的助益,園藝知識融入至學員生活中亦有明顯的差異。園藝治療活動課程以組合盆栽及圓型插花特別受到偏好。本研究提供一個完整的景觀園藝治療經驗,並且可以運用短期的園藝治療活動來達成目標。
There have been some problems happened on the emotional management of university students in Taiwan. Many studies showed that people made healthier through exposed to good landscape environment. The goals of this study are: (1) to understand the university students’ feelings and how their emotion is managed through exposed to healing garden; (2) to understand how horticultural therapy activities affect client’s emotions. From the results we found that clients chose music as there stress release method, but not talk to experts or join gardening activities. We also found that university students prefer fountain to the other landscape elements, because fountain provide and stimulate hearing, sight and touch senses in healing garden. The university student’s emotions improved after short terms of horticultural therapy activities, especially shown on the program of flora design.
This study offered a comprehensive program of how to combine healing garden design, construction, and horticultural activities. We hope this research can help those people who suffered by daily stress.
內容目錄
頁碼
第一章 前言介紹………………………………………………………….. 1
壹、研究源起……………………………………………………………. 1
貳、研究目標……………………………………………………………. 3
参、本論文內容介紹……………………………………………………. 4
第二章 文獻回顧與案例研究……………………………… 5
壹、壓力產生理論……………………………………………………….. 5
貳、青年情緒管理……………………………………………………….. 7
参、自然對抒緩壓力之影響…………………………………………….. 9
肆、景觀療法理論介紹………………………………………………….. 12
伍、園藝療法理論介紹………………………………………………….. 15
陸、景觀園藝療法的實際案例………………………………………….. 17
柒、參考文獻…………………………………………………………….. 26
第三章 大學生情緒管理及對療癒庭園感知之研究……… 31
壹、前言………………………………………………………………….. 32
貳、研究對象及方法…………………………………………………….. 34
参、結果與討論………………………………………………………….. 37
肆、參考文獻…………………………………………………………….. 44
第四章 短期園藝治療活動對大學生壓力減緩之初探…… 47
壹、前言………………………………………………………………….. 48
貳、研究對象與方法…………………………………………………….. 50
参、結果與討論………………………………………………………….. 54
肆、參考文獻…………………………………………………………….. 62
第五章 結論與建議………………………………………… 64
圖目錄
頁碼
圖2-1、壓力歷程模式………………………………..……………………………….. 6
圖2-2、感官距離示意圖………………...……………………………………………. 21
圖2-3、芝加哥植物園平面圖………………………………………………………… 22
圖3-1、基地現況圖…………………………………………………………………… 35
圖3-2、基地刺激五感療癒庭園設計示意圖………………………………………… 35
圖3-3、影響大學生情緒好壞比較圖………………………………………………… 37
圖3-4、大學生壓力產生時尋找的紓解方式………………………………………… 38
圖3-5、溝通詢問對象百分比………………………………………………………… 38
圖3-6、大學生自我情緒評價比較圖………………………………………………… 39
圖3-7、療癒庭園設計構想圖………………………………………………………… 40
圖3-8、療癒庭園設計平面圖與建構後現況照片........................................................ 41
圖3-9、大學生對療癒庭園景觀元素的偏好................................................................ 43
圖4-1、園藝治療活動宣傳海報.................................................................................... 50
圖4-2、大學生對園藝治療課程的偏好........................................................................ 54
圖4-3、第1次園藝治療活動照片................................................................................. 59
圖4-4、第2次園藝治療活動照片................................................................................. 59
圖4-5、第3次園藝治療活動照片................................................................................. 60
圖4-6、第4次園藝治療活動照片................................................................................. 61
圖4-7、第5次園藝治療活動照片……………………………………………………. 61






表目錄
頁碼
表2-1、美國大學生選擇減壓的場所………………..……………………………….. 14
表3-1、大學生壓力指數問卷調查表............................................................................ 34
表3-2、中國文化大學學生療癒庭園問卷調查表........................................................ 36
表3-3、大學生首次觀賞療癒庭園的感受調查結果.................................................... 42
表4-1、園藝治療活動課程內容……………………………………………………… 51
表4-2、園藝治療活動對課程期待及情緒調整前後測結果........................................ 56
表4-3、園藝治療活動對園藝知識及園藝技巧前後測結果........................................ 57
表4-4、園藝治療活動對環境認知及心理健康前後測結果........................................ 58
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