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 reproducing the connection between learning and social practice and rebuilding students' ability to analyze, trace and even solve problems based on what they have seen, heard and observed, this course is specially planned to take social investigation and practice as the main axis of learning activities. The so-called "social investigation" is different from market research that serves commercial interests, from interview investigations conducted for the production and broadcast of news reports, and from intelligence investigations conducted by prosecutors and police units. Its characteristics are: 1. "Research and identify the public interests or public needs behind social phenomena" is the starting point for initiating the investigation; 2. The purpose is to "find the most efficient and most in line with public interests or public needs solutions."
Through social investigation, students will be prompted to observe and pay attention to various social phenomena, and through discussion and investigation, discover the social contradictions hidden behind the phenomena, analyze the nature of social contradictions, the public interests or public needs involved, and establish relatively sufficient Based on this, we can put forward feasible and corresponding action plans into practice, and in the process of investigation and practice, encourage and stimulate the learning needs related to their development, and re-establish a virtuous cycle between learning and practice.
Social investigation is an important research technology in the development process of sociology majors. In fact, such technology should be popularized in all higher education. This technology is actually modern scientific literacy itself. It should be used for the investigation of various social phenomena and abandon any ideological attitude and dogmatic morality, resisting any knowledge and governing authority, and returning to the facts themselves. This is the greatest achievement of modern science in the natural and social world, but it is a pity that such technology is limited to professional training in sociology. It is a pity that the social practice of most citizens in Taiwan is still at the stage of faith or belief, and it is not yet possible for social investigation to become the basic attitude of citizen life. However, looking back at advanced democracies, even Japan’s late-developing democratic politics, social adjustment has become the life attitude of citizens.
Although sociology has become an important general course, with the limited number of credits and the trend of increasingly instrumental sociological knowledge, social investigation techniques and the practical wisdom formed by complementing social practice have not been Become the basic literacy or core competency of general education. In view of this, this course is willing to offer some ideas and hopes to arouse more resonance. In fact, since the first semester of the 102 academic year, attempts have been made to promote it through residential learning and leadership, as well as courses in the public domain, private domain and social practice of the 102 academic year. At the same time, after achieving good results, it was decided to take it to the next level and become a formal general course to allow 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, Taiwan Childlike Creative Action Association "Give Children the Opportunity to Change the World" (Taipei: Kaixin Enterprise Management, 2012)
Xu Xinwei and Shangguan Liangzhi's "Report!" There is no principal’s office here” (Taipei: Tianxia Magazine, 2012)
Hong Chih-hsiang "Learning to discuss through discussion" (Taipei: Taiwan Libao, 2011.03.18)
Hong Chih-hsiang "Citizen Education Is Not Drawing Red Lines" (Taipei: Taiwan Li Pao, 2011.04.29)
Hong Zhixiang "New seedlings of rational ability in schoolchildren" (Taipei: Taiwan Libao, 2010.07.16)
"Emancipating the Children" by Craig Kielburger and translated by Zhou Lingzhi (Taipei: Big Block Culture, 2000)
"Childlike Hearts Work Together to Turn the Earth" written by Devika Rangachari and translated by Li Meihua (Taipei: Kaixin Enterprise Management, 2012)
"How to Change the World" written by John-Paul Flintoff and translated by Huang Yuwen (Taipei: Xianjue, 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 evaluate each other |
100 |
