1. 引導「東海人」走出東海圍牆，走入大肚山社區，觀察、探索、發現真正的台灣。
2. 培訓「東海人」對「社區參與」、「自主性組織經營」、「社區總體營造」的知識、態度與實踐能力。
3. 培訓「東海人」運用「引導反思」技巧，診斷議題，擬定策略，引動社區參與，規劃社區共同願景的能力。
4. 培訓「東海人」運用「引導反思」技巧，整合資源，處理危機，完成參與式「社區築夢行動計畫」的實踐力。1. Guide "East China Sea people" to step out of the East China Sea wall and enter the Dadushan community to observe, explore, and discover the real Taiwan.
2. Train "Donghai people" in their knowledge, attitudes and practical abilities regarding "community participation", "autonomous organizational management" and "overall community creation".
3. Train "Donghai people" to use "guided reflection" skills to diagnose issues, formulate strategies, mobilize community participation, and plan a common vision for the community.
4. Train "Donghai people" to use "guided reflection" skills, integrate resources, handle crises, and complete the practical ability of the participatory "Community Dream-Building Action Plan".
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 discuss in depth community participation, community dynamics, whole-person creative communities, "The Green Mind" green community workshops, community organizations, overall community building mechanisms and sustainable development from different aspects, and review the development of Japan, Europe and Taiwan. The overall community building practice process and its influence on the changing process of "community participation" in Taiwan.
The course uses examples to illustrate and uses three unit-based teaching methods: community construction learning classroom, "The Green Mind" green community workshop, and community cinema to help students gain practical understanding of overall community construction and inspire learning interests.
1. 課堂隨堂講義，請從教學平台下載，請每個人事先閱讀。
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. Please download the classroom handouts from the teaching platform and please read them in advance.
2. [Draw a picture to explain more clearly Visual Meeting], written by David Sibbet,
Translated by Qiu Huijing, Yan Huiqun, and Lin Huimei, 2010, Taipei: Times Culture Publishing.
3. [The first book to guide reflection], written by Wu Zhaotian, 2012, Taipei City: Wunan Publishing House.
4. [The YES Gene for Team Success: Affirmative Inquiry Made Easy], by Sue Annes Harmon,
Translated by Chen Shuting and Xu Yizhen, 2005, Taipei City: Open Intelligence Guided Technology Publishing.
5. [Who says we can’t make decisions together: A guide to participatory decision-making], co-authored by Sam Kenner and others,
Translated by Hong Huifang, 2007, Taipei City: Open Intelligence Guided Technology Publishing.
6. [Be Responsible], written by Zhang Wenlong, 2011, published by Shangzhou.
7. [6 Thinking Hats: 6 Magic Ways to Improve Thinking Effectiveness], Edward. By Di Bono,
Translated by Liu Huiyu, 2010, published by Facebook.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出缺席狀況出缺席狀況 absence status |
10 | 缺席一次扣總分2分，遲到早退扣總分1分，缺席5次（含）以上總成績以零分計。 |
| 平時成績平時成績 usual results |
20 | ■課堂現場反思作業 ■課堂參與討論：執行細則上課共同討論。以是否引發討論動機、參與程度以及啟發思考作為評分依據。 |
| 期中簡報期中簡報 midterm briefing |
20 | ■口頭報告 ■書面報告 ■海報展示 ■自評互 評 ■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」 |
| 社區自主探索計劃社區自主探索計劃 Community independent exploration plan |
20 | ■探索計畫 ■書面報告 ■海報展示 ■含分組 現場探索過程記錄，執行細則上課共同討 論。 |
| 期末簡報期末簡報 Final presentation |
30 | ■口頭報告 ■書面報告 ■海報展示 ■自評互 評 ■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」 |
