■ 課程目標 (Course Objectives)
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。

■ 課程內涵 (Course Contents)
一、主要內容：
東海大學亨德教授曾說：
「一所大學假如對她四周圍的社會和環境毫無影響的話，這所大學便將失去
它存在的價值……要記住，大學的門不是開向象牙之塔，而是直接開向社會的。」
所以本課程將是個挑戰：
挑戰「東海人」能否走出東海圍牆？走入社區，「再現亨德精神」？
能否「求真」--觀察、探索、發現自我、團隊及大肚山社區居民真正的需求？
能否「篤信」--「引導」自我、團隊及社區運用多元及「Visual Meeting」的溝通方法，
形塑具「社區意識」的「共同願景」？
能否「力行」--引導學員、社區居民建立「績效的團隊」？
能否落實「社區參與」的行動？
能否與他人、團隊合作讓一件「好事」發生？發揮影響力？
此挑戰分為三大主軸：
（一）「求真」能力的培訓：
運用「引導教育」的「4F＋1」技巧，學習「社區參與」、「自主性組織經營」、「社區總體營
造」相關理論；
及學習如何觀察、探索自我及社區，完成「創意履歷表」、「社區診斷書」或「社區報」。
（二）「篤信」能力的培訓：
學習如何透過「圖像引導式」的「參與式調查-尋寶」、「參與式培訓-識寶」，
凝聚「社區意識」，形塑團隊及社區的「共識願景-認寶」。
（三）「力行」能力的培訓：
藉由每週漸進式的「築夢行動計畫」SOP學習，以大肚山社區為「做中學」的實習舞台；
引導學員創建「4～5人團隊」，並學習「參與式行動經營管理-活寶」，讓社區「有一件好事」
發生，並激發影響力。
二、引導反思學習圈：
本課程運用「引導教育」的「4F＋1」技巧，作為所有行動歷程的反思技巧。
（一）Fact --尋寶：參與式調查
（二）Feeling--識寶：參與式培訓
（三）Find --認寶：共識願景
（四）Future --活寶：參與式行動經營管理
（五）Free style

■Course Objectives
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 attitudes toward "community participation", "autonomous organizational management", and "overall community creation"
Practical ability.
3. Train "Donghai people" to use "guided reflection" skills to diagnose issues, formulate strategies, mobilize community participation, and plan community sharing
The ability to share a vision.
4. Train "Donghai people" to use "guided reflection" skills, integrate resources, handle crises, and complete participatory "community dream-building actions"
The practical ability of the plan.

■ Course Contents
1. Main contents:
Professor Hengde of Tunghai University once said:
"A university that has no impact on the society and environment around it will lose its
The value of its existence... Remember that the door of the university does not open to the ivory tower, but directly to the society. "
So this course will be a challenge:
Can the "East China Sea People" break out of the East China Sea Wall? Go into the community and "reproduce the spirit of Hende"?
Can you "seek truth" - observe, explore, and discover the real needs of yourself, your team, and the residents of the Dadushan community?
Can you "believe deeply" - "guide" yourself, your team and the community to use diverse and "Visual Meeting" communication methods?
Shaping a "shared vision" with a "sense of community"?
Is it possible to "practice it" - to guide students and community residents to build "performance teams"?
Can "community participation" actions be implemented?
Can you work with others and a team to make a "good thing" happen? Make an impact?
This challenge is divided into three main axes:
(1) Training on “truth-seeking” ability:
Use the "4F+1" skills of "guidance education" to learn "community participation", "autonomous organizational management", "community overall management"
"Creation" related theories;
And learn how to observe and explore oneself and the community, and complete a "creative resume", "community diagnosis" or "community newspaper".
(2) Training on "Belief" ability:
Learn how to use "image-guided" "participatory investigation-treasure hunting" and "participatory training-treasure recognition" to
Gather "community awareness" and shape the "consensus vision-recognition of treasures" of the team and the community.
(3) Training on “Practice” ability:
Through weekly progressive "Dream Building Action Plan" SOP learning, the Dadushan community is used as an internship stage for "learning by doing";
Guide students to create a "team of 4 to 5 people" and learn "participatory action management-Huobao" to let the community "have a good thing"
happen, and inspire impact.
2. Guide reflective learning circles:
This course uses the "4F+1" technique of "Guidance Education" as a reflection technique for all action processes.
(1) Fact - Treasure Hunt: Participatory Survey
(2) Feeling--knowledge: participatory training
(3) Find - Recognize the treasure: Consensus vision
(4) Future - Huobao: participatory action management
(5) Free style

1. 課堂隨堂講義，請從教學平台下載，請每個人事先閱讀。
2. 教科書：【社區設計】，山崎亮 著，莊雅琇 譯，2015，台北市：臉譜出版。
3.【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。
4. 【引導反思的第一本書】，吳兆田 著，2012，台北市：五南出版。
2016/1/3 授課計劃3483社區參與與組織經營
http://140.128.97.216/102/teac2_desc/outline4/print_outline.php 3/7
5. 【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。
6. 【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。
7. 【當責】，張文隆 著，2011，商周出版。
8. 【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. Textbook: [Community Design], written by Ryo Yamazaki, translated by Zhuang Yaxiu, 2015, Taipei City: Facebook Publishing.
3. [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.
4. [The first book to guide reflection], written by Wu Zhaotian, 2012, Taipei City: Wunan Publishing House.
2016/1/3 Teaching Plan 3483 Community Participation and Organization Management
http://140.128.97.216/102/teac2_desc/outline4/print_outline.php 3/7
5. [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.
6. [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.
7. [Be Responsible], written by Zhang Wenlong, 2011, published by Shangzhou.
8. [6 Thinking Hats: 6 Magic Ways to Improve Thinking Effectiveness], Edward. By Di Bono,
Translated by Liu Huiyu, 2010, published by Facebook.