基於重現學習與社會實踐之連結關係、重建學生根據見聞觀察內容進行分析溯源乃至解決問題之能力，特規劃開設本課程，以社會調查與實踐作為學習活動之主軸。所謂「社會調查」，有別於為商業利益服務的市場調查、有別於為製播新聞報導而進行的採訪調查、有別於檢調警單位的情治調查，其特質在於：1.以「研究查知社會現象背後所涉及之公共利益或公共需求」作為啟動調查的出發點；2.以「找出最有效率、最符合公共利益或公共需求的解決方案」為目的。
透過社會調查，將促使學生觀察關注各種社會現象，並通過討論與調查，發掘隱於現象背後之社會矛盾，並分析社會矛盾之性質、所涉及之公共利益或公共需求，並可建立相對充足之基礎，以據此提出具有可行性之相應行動方案付諸實踐，並於調查與實踐之過程中，鼓勵、刺激其發展相關之學習需求，重新建立學習與實踐之間的良性循環。
社會調查是社會學專業養成過程的重要研究技術，其實這樣的技術應該普及於所有的高等教育，這種技術其實也是現代科學素養本身，應該用於各種社會現象的調查，並揚棄任何的意識型態與教條化的道德，反抗任何的知識與統治權威，回到事實本身。這就是現代科學在自然世界與社會世界，最大的成就，但是很可惜這樣的技術，卻僅止於社會學的專業訓練。很可惜，在台灣大部分的公民的社會實踐還停留在信仰或信念的階段，尚無法讓社會調查成為公民生活的基本態度。但是，反觀先進的民主國家，即便是後進晚熟的日本民主政治，社會調程都已經成為公民的生活態度。
社會學雖然已經成為重要的通識課程，但是往往在有限的學分數下，以及社會學知識越來越工具化的趨勢中，社會調查技術以及其與社會實踐相輔相成所形成的實踐智慧，並未成為通識教育的基本素養或是核心能力。有鑑於此，本課程願意拋磚引玉，並期待可以引起更多的共鳴。事實上，從102學年度上學期開始，已經開始嘗試借由住宿學習與領導，以及102學年度公領域、私領域與社會實踐的課程，開始嘗試推動。同時有了良好的成效之後，決定更上一層樓成為正式的通識課程，讓更多學生參與。Based on the link between learning and social practice, students' ability to analyze and trace the origin and even solve problems based on the information observation content, they specially planned to open this course, using social surveys and practices as the main links of learning activities. The so-called "social investigation" includes market investigations serving commercial interests, visit investigations conducted for broadcasting news, and situation investigations of monitoring police units. Their characteristics are: 1. "Studying and identifying the public interest or public needs involved behind social phenomena" is the starting point of initiating investigations; 2. The purpose is to "find out the most efficient and most in line with the public interest or public needs."
Through social investigations, students will be encouraged to observe and pay attention to various social phenomena, and through discussions and investigations, they will discover social contradictions hidden behind the phenomena, analyze the nature of social contradictions, the public interests or public needs involved, and establish relatively sufficient Basically, we will give practical advice by proposing feasible corresponding action plans, and encourage and stimulate their development-related learning needs in the process of investigation and implementation, and re-establish a virtuous cycle between learning and implementation.
Social surveys are an important research technology in the professional cultivation process of social sciences. In fact, such technology should be popularized in all higher education. This technology is actually a modern scientific qualitative itself. It should be used for surveys of various social phenomena and to abandon any ideology. Morality and church-like morality, resist any knowledge and ruling authority, and return to the fact itself. This is the greatest achievement of modern science in the natural and social worlds, but unfortunately such technology is only professional training in society. Unfortunately, the social reality of most citizens in Taiwan has remained at the stage of belief or belief, and social investigations have not yet become the basic attitude of citizens' lives. However, in the anti-advanced democratic countries, even in the late-mature Japanese democratic politics, social adjustment has become the lifestyle of citizens.
Although social science has become an important generalization course, social survey technology and its practical wisdom formed by the integration of social reality have not yet been achieved under the limited academic scores and the trend of increasingly instrumentalization of social knowledge. Become the basic or core competence of general education. In view of this, this course is willing to draw jade with bricks and hopes to cause more common ground. In fact, starting from the 102-year school year, trials have begun to be conducted through accommodation learning and leadership, as well as public, private and social practice courses in the 102-year public domain, private and social practice. At the same time, after good results, we decided to go to the next floor to become a formal general course, allowing more students to participate.
許芯瑋、社團法人臺灣童心創意行動協會《給孩子改變世界的機會》（台北：凱信企管，2012）
許芯瑋、上官良治《報告！這裡沒有校長室》（台北：天下雜誌，2012）
洪致翔〈在討論中學習討論〉（台北：台灣立報，2011.03.18）
洪致翔〈公民教育不是畫紅線〉（台北：台灣立報，2011.04.29）
洪致翔〈學童理性能力的新苗〉（台北：台灣立報，2010.07.16）
Craig Kielburger著、周靈芝譯《解放兒童》（台北：大塊文化，2000）
Devika Rangachari著、李美華譯《童心協力，翻轉地球》（台北：凱信企管，2012）
John-Paul Flintoff著、黃煜文譯《如何改變世界》（台北：先覺，2012）
Xu Xinwei and social legal person Taiwan Children's Innocence Creative Action Association "The Opportunity to Change the World for Children" (Taipei: Kaixin Enterprise Management, 2012)
Xu Xinwei and Shangguan Liangzhi "Report! There is no principal's room here" (Taipei: World Magazine, 2012)
Hong Zhixiang Learning Discussion in Discussions (Taipei: Taiwan News, 2011.03.18)
Hong Zhixiang's "Citizen Education Is Not a Painting Line" (Taipei: Taiwan News, 2011.04.29)
Hong Zhixiang's "New Seedlings of Children's Rational Ability" (Taipei: Taiwan News, 2010.07.16)
"Liberation of Children" by Craig Kielburger (Taipei: Dabo Culture, 2000)
By Devika Rangachari and translated by Li Meihua, "Children's Cooperation, Transforming the Earth" (Taipei: Kaixin Enterprise Management, 2012)
"How to Change the World" by John-Paul Flintoff and written by Huang Yu (Taipei: First View, 2012)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 學生互評學生互評 Students' evaluation |
100 |
