本課程主要教學目標為：
1. 引導「東海⼈」⾛出東海，⾛⼊社區，探索、發現真正的台灣。
2. 培訓「東海⼈」對「社區參與」、「社區總體營造」的知識、態度與實踐力。
3. 培訓「東海⼈」對「創新組織經營」的知識、態度與實踐力。
4. 嘗試運⽤「引導反思」與「Visual Meeting」的方法進行創新教學，磨練永續學習力及行動力。The main teaching objectives of this course are:
1. Guide the "Tonghai people" to come out of the Donghai, enter the community, explore and discover the real Taiwan.
2. Training the knowledge, attitude and practical ability of "Tonghai people" in "community participation" and "community general construction".
3. Cultivate "Tonghai people"'s knowledge, attitude and practical ability in "innovation organizational management".
4. Try to use the "Guiding Reflection" and "Visual Meeting" methods to carry out innovative teaching and practice continuous learning and action.
我們將從不同的面向深入探討社區參與、社區動力、全人創意社區、「The Green Mind」 綠色社區工坊、社區組織、社區總體營造機制及永續發展等，並回顧日本、歐洲、台灣的社區總體營造實踐歷程，及其對台灣「社區參與」變遷過程的影響力。
課程中採取實例說明的方式，並以社區營造學習教室、「The Green Mind」綠色社區工坊、社區電影院三種單元式教學，輔助幫助學生對於社區總體營造的實際認知及啟發學習興趣。
We will explore the community participation, community motivation, creative community for the whole person, "The Green Mind" green community workshop, community organizations, community general management mechanism and sustainable development from different aspects, and will return to the overall community management process of Japan, Europe and Taiwan, and its impact on Taiwan's "community participation" transformation process.
In the course, we take examples and create three single-dimensional teachings: community-based learning classrooms, "The Green Mind" green community workshops, and community cinemas, to help students to understand and develop learning interest in overall community construction.
1. 課堂隨堂講義，請從教學平台下載，請個人事先閱讀。
2. 【畫個圖講的更清楚 Visual Meeting 】，大衛 斯貝特（David Sibbet）著，
邱慧菁、閻蕙群、林慧美 譯，2010，台北市：時報文化出版。
3. 【引導反思的第一本書】，吳兆田 著，2012，台北市：五南出版。
4. 【團隊成功的YES基因：肯定式探詢一點就通】，蘇 安妮斯 哈蒙 著，
陳淑婷 許逸臻 譯，2005，台北市：開放智慧引導科技出版。
5. 【誰說我們不能一起作決定：參與式決策引導寶典】，山姆 肯納 等合著，
洪慧芳 譯，2007，台北市：開放智慧引導科技出版。
6. 【當責】，張文隆 著，2011，商周出版。
7. 【6頂思考帽：增進思考成效的6種魔法】，愛德華．狄波諾 著，劉慧玉 譯，2010，臉譜出版。
1. For lectures in class, please download them from the teaching platform and read them in advance.
2. [Browse a picture to tell more clearly Visual Meeting], by David Sibbet,
Qiu Huijing, JIN Huiqun, Lin Huimei Translated, 2010, Taipei City: Times Culture Publishing.
3. [The first book that guides reflection], written by Wu Zhaotian, 2012, Taipei City: Wunan.
4. [The YES gene of the team's success: A positive exploration can be achieved at a glance], by Su Annis Harmon,
Chen Shuting, Xu Yizhen, 2005, Taipei City: Opening up smart guidance technology publishing.
5. [Who said we can’t make a decision together: Participating decision-making guided celebrating the classic], co-authored by Sam Kenner, et al.
Hong Huifang, 2007, Taipei City: Opening up smart guidance technology publishing.
6. [Responsible], written by Zhang Wenlong, 2011, published by Shang and Zhou.
7. [6 Top Thinking Hat: 6 magics that increase the effectiveness of thinking], Love Dehua. Written by Di Bono, translated by Liu Huiyu, 2010, published on the face.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出缺勤出缺勤 Absent from work |
10 | 請假請養成習慣事先以書面回報;老師，無故 缺席達6次，恕無法取得本課程學分。無故缺 席1次扣總成績1分，無故遲到扣總成績0.5 分。 |
| 每週反思報告每週反思報告 Weekly reflection report |
15 | 執行細則上課共同討論。原則：將設計統一 的書寫格式，以利資料保存。作為本課程的學習經驗。帶領同學討論特定議題，可運用動態會靜態活動，以是否引發討論動機、參與程度以及啓發思考作為評分依據。 |
| 社區觀摩社區觀摩 Community tour |
15 | 含分組現場探索過程記錄，執行細則上課共 同討論。 |
| 「圓夢行動計畫」期中簡報「圓夢行動計畫」期中簡報 "Collapse Action Plan" Midterm Summary |
25 | 內容詳「圓夢行動計畫Pre-proposal範本」執行細則上課共同討論。評量方式詳「圓夢行動清單自我檢核表」、「SPEC學習成效互評表」 |
| 「圓夢行動計畫」期末簡報「圓夢行動計畫」期末簡報 "Collection Dream Action Plan" Final Review |
35 | 內容詳「圓夢行動計畫Pre-proposal範本」執行細則上課共同討論。評量方式詳「圓夢行動清單自我檢核表」、「SPEC學習成效互評表」 |
