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 the research methods commonly used in sociology to develop students' ability to think independently and conduct research. This course also introduces basic statistical concepts, with special emphasis on how to avoid the misuse and abuse of statistics, as well as the limitations of statistics in research interpretation, with the hope of cultivating students' correct statistical attitudes. In addition, both qualitative and quantitative measurement, sampling, research methods and data analysis will be considered at the same time; this is also an attempt to correct the misunderstanding of many people who separate quantitative and qualitative research, and to cultivate the basic training abilities that all sociology students should have when doing research: to be able to take into account both qualitative and quantitative methods for research topics of interest.

In terms of course arrangement, the last semester focused on the identification of research topics, the search for theories and literature, and the review of statistical concepts, the design of closed questionnaires, the principles of sampling, the sampling process, the organization and input of data, the quantitative design of questionnaire questions, etc.; the next semester will focus on in-depth analysis. For the data obtained during the semester, the second part will be carried out: including the analysis of quantitative data, the design and preparation of in-depth interviews, the process of in-depth interviews, the organization and reduction of verbatim manuscripts, the comparison of the differences and complementary possibilities between quantitative research and qualitative research, and finally writing a complete academic report. About the course of research methods: a set of processes, some norms, and an experience
Research method, in my personal impression, is an extremely important course. However, from some of my personal experiences, some of my students’ reactions, and chats among academic colleagues, we still know that the scripted teaching and research method still exists (not even a minority) in Taiwan’s sociology circles today.

Ask questions, think of ways to solve problems…
Where to start?

The content and many principles of research methods
Different considerations for research institutes and university departments
Textbook content, recommended textbooks

Research process and timetable (the report cannot be completed, the teacher is responsible)
Research purpose and importance (don’t be humble at this time in life)
Excellent plan sharing
Literature review
Find information (using the Internet, the library)
Select materials, read literature, and write abstracts
Write a literature review (connecting it with relevant theories and introducing existing research results)
research design
Data sources, sampling methods, interviewees
Analytical methods (quantitative, qualitative)
Presentation of research results
Conclusion and discussion

Sociology has methods, but physics has content?
"Taiwan's academic environment appears to be dynamic on the surface, but in fact a considerable amount of manpower is invested in academic fields where barriers are lower and where self-discussion and expression are relatively possible. However, for the "hard" knowledge that is truly beneficial to the long-term development of society, fewer and fewer manpower are willing to work hard. Recently, there are few scholars who discuss sociological theory and intellectual history in depth; and the emphasis on scientific and rational analysis such as population, class, and surveys also seems to be declining rapidly. ” (a senior sociologist)

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, translated by He Xiuhuang, 1987, "The Philosophy of Science". Taipei: Sanmin Bookstore.
2. Babbie, Earl. (13th edition), 2013, "Social Science Research Methods". Translated by Lin Xiuyun. Taipei: Shuangye Book Gallery.
3. Wang Jiahuang and Pan Zhongdao, 2003, "Contemporary Sociological Research Methods: Qualitative and Quantitative Approaches". Learn rich culture.
4. Neuman, W. Lawrence. 2003. (Fifth Edition). Social Research Methods: Qualitative and Quantitative Approaches. Allyn and Bacon.