從多年建築教學經驗發現建築系學生在大學階段的課程中多聚焦於建築設計、營建技術、環境工學、歷史理論等專業，使畢業前就具有基礎理論的認知與能力。但對實務中的不動產市場、都市更新、產品價值、土地開發財務等，市場經濟議題的專業技術操作應用較為生疏，本課程目的即在強化此一核心職能。為此目的，本課程教學實踐研究方法，運用專題導向學習（Project Based Learning, PBL）、討論教學法（Discussion Teaching Method, DTM）與協作學習（Collaborative Learning, CL），一學期分為三階段，分別為「購屋理財規劃實務專題」、「土地開發財務計畫實務專題」、「都市更新及危老條例實務分析專題」，研究中導入產業實務案例，加強學生互相討論、交流、辯論及實務現場決策的教學環境，最後再回饋分析。學習效果評量採用問卷調查法，於Google線上表單製作「畢業學生學習成效回饋調查」匿名問卷，請109至111學年度選修課程之同學填寫問卷，並選擇卡方獨立性檢定（The Chi-Squared Test）進行分析，研究結果顯示教學模式有助於增加學習興趣、專業技能學習效果以及實務操作的應用。

Architectural students are relatively unfamiliar with the application of professional skills and practical technical operational abilities on market economic issues, which are the main purpose of this study. Thus, this course employs Project Based Learning (PBL) and Discussion Teaching Method (DTM) and Collaborative Learning (CL), spanning 18 weeks with three hours of instruction per week and structured into three phases. These phases include Project One, "Practical Case Studies in Home Purchase Financial Planning"; Project Two, "Practical Case Studies in Land Development Financial Planning"; and Project Three, "Practical Case Studies in Urban Renewal and Aging Regulations." The approach aims to enhance interaction between instructors and students, creating an instructional environment and applying empirical projects, and collaboratively address problems during class. A questionnaire survey was conducted using an anonymous online form created on Google Forms, titled "Graduate Student Learning Effectiveness Feedback Survey." Students who enrolled in the course during the academic years 109 to 111 were invited to participate. The data were analyzed using Chi-Square Test of Independence, revealing that the instructional model contributes to increased interest in learning, improved effectiveness in acquiring professional skills, and enhanced application of practical skills.