研究讓我們更理解我們所生存的世界，這個陳述相信大家都能接受，但其牽涉到一個更根本的提問：我們如何認識與理解世界？質性研究是以不同於實證主義的視野來認識與理解世界。所以我們首先將從「人如何認識世界」這個「偉大的議題」著眼，來了解除了實證主義取向以外，還有什麼人們理解與認識這個世界的方法與取向。之後，我們將進一步介紹兩個不同取向的質性研究方法，並實際練習及操作這兩個方法。此外，我們也會以閱讀及分享論文的方式，來感覺質化取向所完成的作品會是什麼 Fu（學術一點地講，就是掌握質化研究所使用的語言）。
簡言之，透過這學期的學習，我們共同來經歷與體驗：換個「不同於實證主義的腦袋」來看事情；練習與操作分析文本來理解受訪者/文本所形構的社會世界；閱讀質性研究取向的作品來增進自己對質性研究的敏感度。Research allows us to better understand the world we live in. I believe everyone can accept this statement, but it involves a more fundamental question: How do we understand and understand the world? Qualitative research is to understand and understand the world with a different perspective than the proof theory. So we first look at the "big question" of "how people understand the world" to understand what other ways and orientations people understand and understand the world besides realizing the subjective orientation. Afterwards, we will further introduce the quality research methods of two different orientations, and practice and operate these two methods. In addition, we will also read and share articles to feel what the work will be in the quality orientation (a little talk about science is to master the language used by the quality research institute).
In short, through this learning period, we have come together to experience and experience: changing to "a brain different from a proof of theories" to see things; practicing and operating analyzing texts to understand the social world formed by the visitor/text; Read Works with quality research orientations increase their sensitivity to quality research.
質性研究是以不同於實證主義的視野來看待世界，與實證主義有著在本體論、認識論與方法論上的歧異，所以本課程首先將針對質性研究的知識基礎與歷史脈絡進行介紹與討論。然，質性研究有許多不同的取向，每個取向也有其在認識論立場與方法上的差異，所以，本課程將選擇二種對社會工作領域較基礎、較常使用的質化研究取向來進行較深入的分析與討論，包括其發展歷史、基本理念、資料蒐集方法、資料分析方法等。
本課程的目標是以協助同學探索並選擇適合或接近自己研究立場，或是可以解答自己研究問題的質性研究取向；對於質性研究的成果有更具體的想像；以及培養同學具備初步執行質化研究的能力為重點；所以整體課程設計是以下述三個方向為主：
1、探索：釐清自己要探索什麼？如何探索？如何增加探索的敏感度？
2、閱讀：閱讀由質性研究的經典論文，來增進同學對質化研究的敏感度。
3、書寫：藉由指定作業讓同學不斷地書寫，來培養質性研究的寫作能力。
Qualitative research looks at the world from a different perspective from the proof theory, and has differences in intrinsic, cognitive and methodological discussions. Therefore, this course first introduces and discusses the intellectual foundation and historical aspects of quality research. However, there are many different orientations in quality research, and each orientation also has its differences in the understanding and methodology. Therefore, this course will select two more basic and commonly used quality research orientations for social work. In-depth analysis and discussion, including its development history, basic concepts, data collection methods, data analysis methods, etc.
The purpose of this course is to help students explore and choose a quality research orientation that is suitable or close to their own research position, or can answer their own research questions; to have more specific imaginations about the results of quality research; and to cultivate students to prepare preliminary execution quality The ability of research is the focus; therefore, the overall course design is mainly in the following three directions:
1. Exploration: What should I explore if I clear myself? How to explore? How to increase the sensitivity of exploration?
2. Reading: Read classical essays based on quality research to increase students' sensitivity to quality research.
3. Book writing: By designing students to write continuously, cultivate writing skills for quality research.
丁興祥、王勇智、李文玫、張慈宜、曾寶瑩譯（2006）。《質性心理學：研究方法的實務指南》。台北：遠流。
林育珊譯，J. Grix 原著（2008）。《TOP研究的必修課：學術基礎研究理論》（The Foundations of Research）。台北：寂天文化。
畢恆達（2005）。《教授為什麼沒告訴我？》。台北：學富。
李維倫、賴憶嫺（2009）。〈現象學方法論：存在行動的投入〉，《中華輔導與諮商學報》，第25期，頁275- 321。
李維倫、莫少依（2004）。〈生活世界取向的心理衡鑑：一種本土化的可能性〉，《本土心理學研究》，第24 期，頁85-135。
郭佩宜（2006）。〈我不是白人：一個人類學家的難題〉，載於郭佩宜、王宏仁主編，《田野的技藝：自我、研 究與知識建構》，頁63-90。台北：巨流。
王美懿、林東龍、王增勇（2010）。〈「病人」、「犯人」或「個人」？：男性家暴「加害人」之再認識〉， 《社會政策與社會工作學刊》，第14卷第2期，頁147-193。
蔡培元（2008）。《我僅僅是一個胖子：記述一段朝向自在的歷程》。陽明大學衛生福利研究所碩士論文。
Translated by Ding Xingxiang, Wang Yongzhi, Li Wenmei, Zhang Ciyi, and Zeng Bao (2006). "Quality Psychology: A Practical Guide to Research Methods". Taipei: Far.
Lin Yushan, original work by J. Grix (2008). "Compulsory courses in TOP research: The Foundations of Research". Taipei: Shantide-Shidhartha culture.
Breakfast (2005). Why didn't the professor tell me? 》. Taipei: Learn to be rich.
Li Weilun, Yumeng (2009).
Li Weilun and Mo Shaoyi (2004). "Psychological Comparison of Life World Orientation: A Possibilities of Localization", "Research on Local Psychology", Issue 24, Pages 85-135.
Guo Peiyi (2006). "I'm Not a White: The Problem of a Human Scholar", written by Guo Peiyi and Wang Hongren, "Field's Techniques: Self, Research and Knowledge Construction", pages 63-90. Taipei: The giant stream.
Wang Meiyi, Lin Donglong, Wang Zengyong (2010). 〈"Symptoms", "inmates" or "personal"? : Re-understanding of the "perpetrator" of male domestic violence> Journal of Social Policy and Social Work, Vol. 14, Issue 2, Pages 147-193.
Cai Peiyuan (2008). "I'm Just a Fat Man: A Reflection on a Journey toward Freedom". Proficiency essay from the Institute of Health and Welfare, Yangming University.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂報告與討論課堂報告與討論 Class Report and Discussion |
30 | |
| 五份作業五份作業 Five works |
70 |
