本課程介紹科學研究的基本哲學以及社會學經常使用的研究方法，以養成學生獨立思考與研究執行之能力。本課程同時介紹基本的統計概念，其中將特別強調如何避免統計的誤用與濫用，以及統計在研究解釋上的限制，期能養成同學正確的統計態度。另外，將同時考量質化與量化的測量、抽樣、研究方法及資料分析；這也是企圖導正許多人將量化與質化研究分離的誤解，培養所有的社會系學生作研究應該具備的基本訓練能力：對有興趣的研究主題，能夠同時兼顧質化與量化的方法。
在課程安排上，上學期重在研究議題的確定、理論與文獻的蒐尋及統計概念的回顧、封閉式問卷的設計、抽樣的原理、抽樣的流程、資料的整理與輸入、問卷問題答項的量化設計等；下學期則要先深入分析上學期獲得的資料，再進行第二大部份：包括量化資料的分析、深入訪談的設計與準備、深入訪談的流程、逐字稿的整理與節縮方式、比較量化研究與質化研究的不同與互補的可能，最後寫成完整的學術報告。關於研究法這門課：一套流程、一些規範、一次經驗
研究法，在我個人的印象裡，是門重的不得了的課。然而，從我個人的某些經驗、學生的某些反應、及學界同仁們間的閒聊中，卻也仍讓我們知悉，照本宣科式地教研究法，仍然存在（甚至不是少數）於今天的臺灣社會學界。
提出問題、想辦法解決問題……
從哪兒開始？
研究方法的內容及諸多原理原則
研究所、大學部的不同考量
教科書內容、推薦教科書
研究的流程與時間表（報告寫不完，老師有責任）
研究目的與重要性（人生就這時候別謙虛）
精采計劃分享
文獻回顧
找資料（使用網路、圖書館）
選資料、讀文獻、寫摘要
寫文獻回顧（經與相關理論的銜接、簡介已有研究的成果）
研究設計
資料來源、抽樣方法、訪談對象
分析方法（量化、質化）
研究結果的呈現
結論與討論
社會學有方法，物理學有內容？
「臺灣的學術環境表面上看有活力，其實有相當大量的人力都投入了障礙較低，也比較有自我論述和發揮的學術場域；而真正有益於社會長期發展的「硬」知識，願意作苦工的人力越來越少。近來少見深入討論社會學理論及思想史的學者；而強調人口、階層與調查等科學理性的分析亦似乎急速式微。」（某資深社會學家）This course introduces the basic philosophy of scientific research and research methods commonly used in social science to enhance students' ability to think independently and conduct research. This course also introduces basic statistical concepts, which will specifically emphasize how to avoid misuse and mobility of statistics, as well as the limitations of statistics in research and interpretation, so as to achieve correct statistical objectives for students. In addition, the measurement, sampling, research methods and data analysis of quality and quantification will be considered at the same time; this is also an error that many people can separate quantification and quality research, and cultivate the basic training abilities that all social students should have when doing research: for interesting research topics, they can also consider both quality and quantification methods.
In terms of course arrangement, the first period focuses on the determination of research questions, the implementation of theory and texts and the review of statistical concepts, the design of closed questions, the principle of sampling, the process of sampling, the organization and input of data, and the quantitative design of the answers to questions in the question in the next period; in the next period, the in-depth analysis should be made first. The second part of the data obtained during the study period is carried out: including analysis of quantitative data, design and preparation of in-depth interviews, process of in-depth interviews, sorting and periodization methods of word-by-word drafts, comparing the differences and intercommunication possibilities of quantitative research and quality research, and finally writing into a complete academic report. About the research method: a set of processes, some rules, and an experience
Research method is an extremely important class in our personal impression. However, from some of our personal experiences, some of the students' reactions, and chats among colleagues in the academic world, we still know that teaching research methods according to scripts still exist (or even a few) in the Taiwanese social circle today.
Ask questions, find ways to solve the problem...
Where to start?
Contents of research methods and multi-principles
Different considerations between research institutes and universities
Contents of textbooks, recommended textbooks
Research process and timetable (there are endless reports, the teacher is responsible)
Research purpose and importance (just not to mention life at this time)
Excellent plan sharing
Reply to the text
Find information (using Internet, library)
Select information, read documents, write summary
Writing a review (relationship with related theoretical discussions and introduction to existing research results)
Research design
Source of data, sampling method, interview object
Analysis methods (quantitative, quality)
Presentation of research results
Conclusion and discussion
Does social science have methods, and does physics have content?
"Taiwan's academic environment looks dynamic on the surface, but in fact, a considerable amount of manpower has been invested in a relatively low barrier, and has more self-discussion and developmental academic field; and the "hard" knowledge that is truly beneficial to the long-term development of society, the manpower that is willing to do hard work is becoming less and less. Recently, there have been few students who have discussed in-depth social theory and intellectual history; and scientific rational analysis such as population, level and investigation also seems to decline rapidly. "(A senior socialist)
1. Hempel, Carl Gustav，何秀煌譯，1987，《科學的哲學》。台北：三民書局。
2. Babbie, Earl. (13th edition)，2013，《社會科學研究方法》。林秀雲譯。台北：雙葉書廊。
3. 王佳煌、潘中道，2003，《當代社會學研究法：質化與量化途徑》。學富文化。
4. Neuman, W. Lawrence. 2003. (Fifth Edition). Social Research Methods: Qualitative and Quantitative Approaches. Allyn and Bacon.
1. Hempel, Carl Gustav, He Xiuhuang's translation, 1987, "Philosophy of Science". Taipei: Sanmin Book Bureau.
2. Babbie, Earl. (13th edition), 2013, "Social Science Research Methods". Lin Xiuyun translated. Taipei: Double Leaf Library.
3. Wang Jiahuang and Pan Zhongdao, 2003, "Contemporary Social Research Methods: Quality and Quantitative Paths". Learn to be rich in culture.
4. Neuman, W. Lawrence. 2003. (Fifth Edition). Social Research Methods: Qualitative and Quantitative Approaches. Allyn and Bacon.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考25分期中考25分 25 points for the midterm exam |
25 | |
| 期末考25分期末考25分 Final exam 25 points |
25 | |
| 實習分數（每週出席與討論狀況）20分實習分數（每週出席與討論狀況）20分 Actual score (weekly attendance and discussion status) 20 points |
20 | |
| 平常作業15分平常作業15分 15 points for normal operation |
15 |
