本課程教學大綱已提供完整英文資訊（本選項僅供統計使用，未提供完整英文資訊者，得免勾記）【Provide information of course syllabus in English.(This is for statistical use only. For those who do not provide information of course syllabus in English, do not check this field.)】
質化研究是一種修煉思維、強化人們反思能力的方法學；熟悉這種方法可以提升社會進步的動力。社會上許多的亂象的根源在於我們無法看清問的本質，導致「頭痛醫頭、腳痛醫腳」的片面邏輯觀，無法以全然的系統觀看穿現象的本質與底層的運作機制。因此，12年國教、流浪教師、健保、年今改革與退撫基金破產等社會議題層出不窮。所以，規劃本課程的初衷就是，藉助質化研究方法學落實於生活中，以提昇學習者的敏銳度、培育解讀、解構能力，以事半功倍的方式從問題本質著手的技能。 個人分享所經歷的質化研究過程，並依學習經驗歸納為六種質化的修煉並說明質性研究的學習可以培育14種能力，不僅可以運用於質化研究論文之撰寫，也可以在日常生活中解決自身的問題。 Qualitative research is a kind of methodology which cultivates thinking and enhances reflection abilities of people. The familiarity with this methodology can advance the dynamics of social progress. The sources of numerous chaos in the society come from that we cannot get insight into the nature of the issues, resulting in the unilateral logical views of “dealing with problems on an ad hoc basis”, and that we cannot see through the nature of phenomenon and the mechanism of base-level operation with thorough system. Therefore, social issues, such as 12-year national education, stray teachers, health insurance, annuity reform, and bankrupt of pension fund etc. emerge one after another. Therefore, the planning of this course is originally intended to implement the Qualitative research methodology in our living, and, by which, advance the sensitivity of learners and cultivate their interpretive and deconstructive abilities and their skills of undertaking from the natures of issues in a manner of yielding twice the result with half the effort.
課程目標 Objectives
1.透過課堂中對質化研究的探討，以學習生活中「聽說讀寫」等四種基本的技能。 2.透過課堂中對六個修煉的分享與學習，提昇學習者的敏銳度、理解力、解讀力與行動力，也協助建立14種能力，進而明白生命的意義。 3.透過「訪談、逐字稿撰寫、意義單元、受訪者文本、研究者文本、資料分析」之實做，親身經歷質化研究的歷程，從中學習解讀現象與反思的能力。 1. Learn four basic skills of “listening, speaking, reading and writing” in life via exploration of Qualitative research in the classroom,. 2. Advance the sensitivity, understanding, interpretation and action of the learners, and help them build 14 abilities and further understand the meaning of life via sharing and leaning of six cultivations in the classroom,. 3. Personally experience the process of Qualitative research, and learn the interpretation of phenomenon and the ability of refection via the practice of “interview, compilation of draft word by word, text of interviewees, text of researcher, data analysis”.
授課方式 Teaching methods
1.課前研讀教材、上課分享與討論 (2 Hrs)---老師進行授課，講解與教授教材的內容。 2.課期間不可攜帶NB或其他與課程進行無關之電子設備，例如：PSP等。 3.分組實做、討論與分享(1Hr)---老師加入小組的討論。 4.課後心得報告：每位學生每週星期五繳交一篇500字上課心得，並貼至個人的Blog，擇優分享至老師的Blog。 5.期中反思活動：分享學到什麼？有何進一步的問題。 6.進行「訪談、逐字稿撰寫、意義單元、受訪者文本、研究者文本、資料分析」之實做，期末繳交過程的記錄。 7.期末報告：每人進行期末小質性論文 1.Read the teaching materials before the class, sharing and discussion in the classroom (2 Hrs) --- The teacher gives lecture, instructs and teaches contents of the teaching materials. 2. NB or other electronic devices, such as PSP etc., may not be brought into the classroom during the class. 3. Grouping practice, discussion and sharing (1Hr) – the teacher participates in the discussion of the team. 4. Post-class learning feedback report: Each student submits one learning feedback in 500 words on Friday of each week and pots it to personal Blog. The better one selected will be shared to the Blog of the teacher. 5. Midterm reflection activities: Share what has learned? Any further problem? 6. Conduct the practice of “interview, compilation of draft word by word, text of interviewees, text of researcher, data analysis”. Submit the process records at the end of the term. 7.Final report: Everyone conducts final essay.
1.上課互動Interaction in class：20% 2.每週心得報告Weekly study feedback report ：40% 3.出席率Attendance rate：10% 4.期末小論文Final essay：30%
參考書/教科書/閱讀文獻 Reference book/ textbook/ documents
〔請遵守智慧財產權觀念，不可非法影印。教師所提供之教材供學生本人自修學習使用,不得散播及做為商業用途〕
No copies for intellectual property rights. Textbooks provided by the instructor used only for self-study, can not broadcast or commercial use
序號
作者
書名
出版社
出版年
出版地
ISBN#
No.
Auther
Title
Publisher
Year of publish
Publisher place
ISBN#
1
李慶芳
質化研究之經驗敘說--質化研究的六個修煉
高立書局
2013
2
蔡敦浩、王慧蘭、劉育忠
敘說探究的第一堂課
鼎茂
2011
3
Agar, M. H.
The professional stranger: An informal introduction to ethnograpohy San Diego
-Academic Pres
1980
4
Ahuja, G.
Collaboration networks, structural holes, and innovation: A longitudinal study
Administrative Science Quarterly 45(3): 425-55
2000
5
Barley, S. R.
Technicians in the workplace: Ethnographic evidence for bringing work into organizational studies
Administrative Science Quarterly 41(3): 404-41
1996
6
Bartel, C. A. & Garud, R.
The role of narratives in sustaining organizational innovation
Organization Science 20(1): 107-17
2009
7
Dutton, J. E., Worline, M. C., Frost, P. J. & Lilius, J.
Explaining compassion organizing
Administrative Science Quarterly 51(1): 59-96
2006
8
Dyer Jr, W. G. & Wilkins, A. L.
Better stories, not better constructs, to generate better theory: A rejoinder to eisenhardt
Academy of Management Review 16(3): 613-19
1991
9
Eisenhardt, K. M.
Building theories from case study research
The Academy of Management Review 14(4): 532-50
1989
10
Glaser, B. & Strauss, A
The discovery of grounded theory: Strategies for qualitative research. Chicago
-Aldine Publishing Company
1967
彈性暨自主學習規劃 Alternative learning periods
本門課程是否有規劃實施學生彈性或自主學習內容（每1學分2小時）
Is any alternative learning periods planned for this course (with each credit corresponding to two hours of activity)?
否：教師需於「每週課程內容及預計進度」填寫18週課程進度（每1學分18小時之正課內容）。 No：The instructor will include an 18-week course plan in the weekly scheduled progress (each credit corresponds to 18 hours of instruction)
是：教師需於「每週課程內容及預計進度」填寫16週課程內容（每1學分16小時之正課內容），並於下列欄位填寫每1學分2小時學生彈性或自主學習內容。 Yes：The instructor will include a 16-week course plan in the weekly scheduled progress (each credit corresponds to 16 hours of instruction);the details of the planned alternative learning periods are provided below (each credit corresponds to two hours of activity).
學生彈性或自主學習活動 Alternative learning periods
勾選或填寫規劃內容 Place a check in the appropriate box or provide details
時數 Number of hours
學生分組實作及討論 Group work and discussion
參與課程相關作業、作品、實驗 Participation in course-related assignments, work, or experiments
參與校內外活動（研習營、工作坊、參訪）或競賽 Participation in on- or off-campus activities (e.g., seminars, workshops, and visits) or competitions
課外閱讀 Extracurricular reading
線上數位教材學習 Learning with online digital learning materials
其他（請填寫規劃內容） Other (please provide details)
每週課程內容及預計進度 Weekly scheduled progress
週次
日期
授課內容及主題
Week
Date
Content and topic
1
2020/09/06~2020/09/12
質化研究簡介與課程協調Briefing of qualitative research and course coordination
2
2020/09/13~2020/09/19
「現象、故事、意義、反思」來說明質化研究的本質Use “phenomenon, story, meaning, reflection” to explain the nature of qualitative research
3
2020/09/20~2020/09/26
質性研究者之意願與能力(彼此採訪：探索未知的現象)Willingness and abilities of qualitative researchers (mutual interview: explore unknown phenomenon)
4
2020/09/27~2020/10/03
訪談實做與探討（準備什麼？做什麼？犯了哪些錯？）質化論文第一章的寫法Interview practice and exploration (what to prepare? What to do? What error occurs? The writing method of chapter 1 of qualitative thesis
5
2020/10/04~2020/10/10
認識質化研究方法論與其進行的過程。Understand the qualitative research methodology and its process
6
2020/10/11~2020/10/17
質化論文第三章該寫些什麼？What to write in chapter 3 of qualitative thesis?
7
2020/10/18~2020/10/24
如何找到並發展一個理論觀點，建構一條理論脈絡。How to find and develop a theoretical perspective and build a theoretical context.
8
2020/10/25~2020/10/31
如何閱讀一篇文獻？質化論文第二章的寫法How to read a paper? The writing method of chapter 2 of qualitative thesis
9
2020/11/01~2020/11/07
期中反省與心得分享Midterm reflection and learning feedback sharing
10
2020/11/08~2020/11/14
把現象寫出來、把故事寫出來、把心中的想法寫出來。Write down the phenomenon, write down the story, and write down the thinking in mind.
11
2020/11/15~2020/11/21
如何將訪談稿鋪陳為一個故事？質化論文第四章的寫法How to arrange the interview contents into a story? The writing method of chapter 4 of qualitative thesis
12
2020/11/22~2020/11/28
什麼是解讀？什麼是理論對話？介紹什麼是資料分析表？七種理論對話的方式What is interpretation? What is theoretical dialog? Introduce what is data analysis table?
13
2020/11/29~2020/12/05
介紹七種理論對話的方式？質化論文第五章的寫法Introduce seven methods of theoretical dialog? The writing method of chapter 5 of qualitative thesis
14
2020/12/06~2020/12/12
構思論文的技巧。如何鋪資料、故事與研究的梗以深化研究亮點。The skill of conception of thesis. How to arrange stems of data, story and research so as to deepen the research highlights.
15
2020/12/13~2020/12/19
質化論文送稿前的自我檢查？第五章討論與意涵的寫法Self-inspection before submission of draft of qualitative thesis ? The writing method of discussion and meaning of chapter 5
16
2020/12/20~2020/12/26
從欣賞一篇質化研究，反思自己的作品。Reflect your own work based on the appreciation of a qualitative research.
17
2020/12/27~2021/01/02
從事質性研究過程中所面臨的挑戰。The challenge that might be faced in the process of qualitative research.
18
2021/01/03~2021/01/09
期末考：期末報告Final exam: Final report
課業討論時間 Office hours
時段1 Time period 1: 時間 Time：依規定免登 地點 Office/Laboratory：依規定免登 時段2 Time period 2： 時間 Time：依規定免登 地點 Office/Laboratory：依規定免登
系所學生專業能力/全校學生基本素養與核心能力 basic disciplines and core capabilitics of the dcpartment and the university
系所學生專業能力/全校學生基本素養與核心能力 basic disciplines and core capabilities of the department and the university
課堂活動與評量方式 Class activities and evaluation
本課程欲培養之能力與素養 This course enables students to achieve.
紙筆考試或測驗 Test.
課堂討論︵含個案討論︶ Group discussion (case analysis).
個人書面報告、作業、作品、實驗 Indivisual paper report/ assignment/ work or experiment.
群組書面報告、作業、作品、實驗 Group paper report/ assignment/ work or experiment.
個人口頭報告 Indivisual oral presentation.
群組口頭報告 Group oral presentation.
課程規劃之校外參訪及實習 Off-campus visit and intership.
證照/檢定 License.
參與課程規劃之校內外活動及競賽 Participate in off-campus/ on-campus activities and competitions.
課外閱讀 Outside reading.
※系所學生專業能力 Basic disciplines and core capabilities of the department
溝通能力與團隊合作(Communication ability and team cooperation) 1. Communication ability and team cooperation.
V
V
V
V
V
V
進階管理知識(Advanced knowledge of management) 2. Advanced knowledge of management.
V
V
V
V
V
V
V
倫理觀與社會責任實踐(Ethics and social responsibilities) 3. Ethics and social responsibilities.
問題分析與解決能力(Ability of problem analysis and solution) 4. Ability of problem analysis and solution.
V
V
V
V
V
V
V
國際觀與外語能力(Global perspective and foreign language ability) 5. Global perspective and foreign language ability.
※全校學生基本素養與核心能力 Basic disciplines and core capabilities of the university
1.表達與溝通能力。 1. Articulation and communication skills
V
V
V
V
V
V
V
2.探究與批判思考能力。 2. Inquisitive and critical thinking abilities
V
V
V
V
V
V
V
3.終身學習能力。 3. Lifelong learning
4.倫理與社會責任。 4. Ethnics and social responsibility
5.美感品味。 5. Aesthetic appreciation
6.創造力。 6. Creativity
7.全球視野。 7. Global perspective
8.合作與領導能力。 8. Team work and leadership
V
V
V
V
V
V
V
9.山海胸襟與自然情懷。 9. Broad-mindedness and the embrace of nature