（⼀） 課程內涵 (Course Contents)
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「博雅國際村」居⺠真正的需求？
能否「篤信」--「引導」⾃我、團隊及社區運⽤多元及「Visual Meeting」的溝通⽅方法，
型塑「社區意識」的「共同願景」？
能否「力行」--引導學員、社區居民建立「績效的團隊及組織」？
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？
此挑戰分為三⼤大主軸:
A.「求真」能⼒力力的培訓:
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」相關理理論;
及學習如何觀察、探索⾃自我及社區，完成社區探索計畫；
完成「創意履歷表」、「社區診斷書」或「社區報」。
B.「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」，型塑團隊及社區的「共識願景-認寶」。
C.「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「博雅國際村」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）學習⽅法：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。
(1)Fact -- 尋寶（參與式調查）
(2)Feeling-- 識寶（參與式培訓）
(3)Find -- 認寶（參與是規劃設計）
(4)Future -- 活寶（參與式行動經營管理）
(5)Free style
(1) Course Contents
Professor Hend of Donghai University once said:
"If a university has no influence on the society and environment around it, this university will lose its value...
Remember, the gates of colleges are 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 self, teams and "Boya International Village"?
Can you "relieve" - "guid" yourself, teams and communities to use diversity and "Visual Meeting" communication methods,
What is the "common vision" that shapes the "community consciousness"?
Can we "work hard" - guide students and community residents to establish "effective teams and organizations"?
Can the "community participation" action be implemented?
Can you cooperate with others and teams to make a "good thing" happen? Is it effective?
This challenge is divided into three main axes:
A. Training of "truth seeking" ability:
Use the "4F+1" technique of "guidance education" to learn the theoretical discussions related to "community participation", "autonomous organizational operation", and "community general operation and construction";
and learn how to observe and explore yourself and your community, and complete community exploration plans;
Complete the "Creative Performance Form", "Community Diagnosis Book" or "Community Report".
B. Training of "reliance" ability:
Learn how to gather "community awareness" through "image-guided" "participation-style survey-baby" and "participation-style training-baby" to form the "common sense of mind" of the team and community.
C. Training of "Practice" ability:
Through the weekly progressive SOP learning of "Dream Action Plan", we use "Boya International Village" as the practical stage of "learning while doing";
Instruct the students to create a "4-5-person team" and learn "participating in-person operation management-events",
Let the community "had a good thing" happen and stimulate influence.
(⼆) Learning method: Guide the reflection learning circle:
This course uses the "4F+1" technique of "Guiding Education" as a reflection technique for all action courses.
(1)Fact -- Bao (participation survey)
(2)Feeling---Awareness (participation training)
(3)Find -- Acceptance (involved as planning design)
(4) Future -- Events (participated mobile operation management)
(5)Free style
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 explore the community participation, community motivation, creative community for the whole person, "The Green Mind" green community workshop, community organizations, community general management mechanism and sustainable development from different aspects, and will return to the overall community management process of Japan, Europe and Taiwan, and its impact on Taiwan's "community participation" transformation process.
In the course, we take examples and create three single-dimensional teachings: community-based learning classrooms, "The Green Mind" green community workshops, and community cinemas, to help students to understand and develop learning interest in overall community construction.
1. 教科書：【社區設計】，⼭崎亮 著，莊雅琇 譯，2015，台北市:臉譜出版。
2. 主要參參考書：【空間就是權力】，畢恆達 著，2007，台北市:心靈工坊文化事業股份有限公司出版。
3. 課堂隨堂講義，請從教學平台下載，請每個⼈人事先閱讀。
1. Educational and Science Book: [Community Design], written by Qi Liang, translated by Zhuang Yaxiu, 2015, Taipei City: Face Publishing.
2. Main reference book: [Space is Power], written by Bihenda, 2007, published by Taipei City: Xinling Workshop Cultural Affairs Co., Ltd.
3. For lectures in class, please download them from the teaching platform and everyone reads in advance.
| 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 | 每節課的反思及發問。課程建議，擔任助教、組長的責任加分。 |
| 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-範 本」。執行細則上課共同討論。評量方式詳 「圓夢⾏行行動清單⾃自我檢核表」、「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-範 本」。執行細則上課共同討論。評量方式詳 「圓夢⾏行行動清單⾃自我檢核表」、「SPEC學習成效互評表」 |
