■ 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 the "Tonghai people" to walk out of the walls of the Donghai area, enter the Dadushan community, and observe, explore and discover the real Taiwan.
2. Training the knowledge and attitudes of "Tonghai people" on "community participation", "autonomous organizational management", and "community general management"
Real ability.
3. Training "Tonghairen" uses the "guiding reflection" technique, diagnose questions, formulate strategies, guide community participation, and plan community participation
The ability to share the scenery.
4. Training "Tonghairen" uses the "guiding reflection" technique to integrate resources, handle crises, and complete the participating "community dream campaign
The power of the plan.
■ Course Contents
1. Main content:
Professor Hend of Donghai University once said:
"If a university has no influence on the society and environment around her, this university will be lost
The value of its existence... Remember that the door of college is not open to the ivory tower, but directly to the society. "
So this course will be a challenge:
Can the challenge of "Tonghai people" get out of the walls of the East Sea? Entering the community, "Reappearing the Hend spirit again"?
Can we "seek truth" - observe, explore, and discover the real needs of ourselves, teams and residents of Dadushan Community?
Can you "relieve" - "guid" yourself, teams and communities to use diversity and "Visual Meeting" communication methods,
Shaping a "common vision" with "community consciousness"?
Can we "work hard" - guide students and community residents to establish "effective teams"?
Can the "community participation" action be implemented?
Can you cooperate with others and teams to make a "good thing" happen? Expand influence?
This challenge is divided into three main axes:
(I) Training of "truth-seeking" ability:
Using the "4F+1" technique of "guidance education" to learn "community participation", "autonomous organizational operation", and "community general operation"
"Related theory;
And learn how to observe and explore yourself and your community, and complete the "creative performance form", "community diagnosis book" or "community report".
(II) Training of "reliance" ability:
Learn how to use the "Accounting and Form Survey-Baby" and "Accounting and Form Training-Baby" of "Image Guided"
Gather "community consciousness" and shape the "common sense of understanding" of the team and community.
(III) Training of "Practice" ability:
Through the weekly progressive SOP learning of "Dream Action Plan", Dadushan Community is used as the practical stage for "learning by doing";
Lead the students to create a "4-5-person team" and learn "participating in-person operation management-events" to make the community "a good thing"
occur and stimulate influence.
2. Guide the reflection learning circle:
This course uses the "4F+1" technique of "guidance education" as a reflection technique for all action courses.
(I) Fact -- Bao: Participation and Formal Investigation
(II) Feeling---Knowledge: Participating training
(III) Find --Acknowledge: Common Scene
(IV) Future -- Event: Participating in-person operation management
(V) 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. For lectures in class, please download them from the teaching platform, please read them in advance.
2. Educational and Science Book: [Community Design], written by Ryo Yamazaki, translated by Zhuang Yaxiu, 2015, Taipei City: Face Publishing.
3. [Picture a picture to tell more clearly Visual Meeting], by David Sibbet,
Qiu Huijing, JIN Huiqun, Lin Huimei Translated, 2010, Taipei City: Times Culture Publishing.
4. [The first book that guides reflection], written by Wu Zhaotian, 2012, Taipei City: Wunan.
2016/1/3 Course Plan 3483 Community Participation and Organizational Operation
http://140.128.97.216/102/teac2_desc/outline4/print_outline.php 3/7
5. [The YES gene of the team's success: A positive exploration can be achieved at a glance], by Su Annis Harmon,
Chen Shuting, Xu Yizhen, 2005, Taipei City: Opening up smart guidance technology publishing.
6. [Who said we can’t make a decision together: Participating decision-making guided celebrating the classic], co-authored by Sam Kenner, et al.
Hong Huifang, 2007, Taipei City: Opening up smart guidance technology publishing.
7. [Responsible], written by Zhang Wenlong, 2011, published by Shang and Zhou.
8. [6 Top Thinking Hat: 6 magics that increase the effectiveness of thinking], Love Dehua. By Deboro,
Liu Hui Yu, 2010, published on the face.
| 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 Absent 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 Regular achievements |
30 | ■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 brief |
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」 |
| 期末簡報期末簡報 Final review |
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」 |
