（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
(⼀) Course Contents
Professor Hengde of Donghai University once said:
"If the university of the institute has no effect on the society and environment around her, this science will lose its value ...
Remember, the gate of the scholarship is not the tower of the ivory, and the ⽽ is directly on the society. "
So this course will be a challenge:
Can the "East China Sea" walk out of the East Wall? Entering the community, "reproduce the spirit of Hengde"?
Can you "seek truth" -the real needs of observation, exploration, discovering me, team and "Boya International Village"?
Can you "believe"-"Guide" ⾃ ⾃ ⾃ ⾃ ⾃ 能 能 能 能 能 能 ⽤ ⽤ and "Visual Meeting" method,
The "common vision" of the "community consciousness"?
Can you "do" -The guide students and community residents to establish a "performance team and organization"?
Can it implement the "community participation" action?
Can you cooperate with others and teams to make a "good thing" happen? Getting his influence?
This challenge is divided into three major spindles:
A. "Seeking Truth" training:
Use the "4F+1" technique of "Guiding Education" to learn the theory of "community participation", "main organization operation", and "community overall construction" related theory;
And learn how to observe and explore yourself and the community, and complete the community exploration plan;
Complete the "Creative Resume", "Community Diagnosis" or "Community News".
B. Training of "Believe" ability:
Learn how to condense the "community consciousness" through the "participating survey-treasure hunt" and "participation training-treasure recognition" of "image-guided", "participating training-treasure recognition", "consensus vision-treasure recognition" of shaped teams and communities.
C. Training of "Xingxing" ability:
Through the weekly "Dream Building Action Plan" SOP learning every week, the internship stage with "Boya International Village" as "Middle School";
Guide students to create the "4 to 5 people team" and learn "Participating in Action Management-Living Treasure".
Let the community "have a good thing" and stimulate influence.
(⼆) Learning 引 method: Guide reflection on learning circle:
The "4F+1" technique of "Guiding Education" in this course is used as a reflection technique for all action.
(1) FACT - Treasure hunt (participating survey)
(2) Feeling- Treasure Identification (Participating Training)
(3) Find -Treasure recognition (participation is planning and design)
(4) FUTURE -live treasure (participating 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 community participation, community motivation, creative community, "The Green Mind" green community workshop, community organization, community overall creation mechanism and sustainable development, etc., and review Japan, Europe, and Taiwan. The community's overall creation of practical process, and its influence on the change of Taiwan's "community participation".
The course is adopted in the course, and three unit teaching of the green community workshop, "The Green Mind" green community workshop, and community cinema are used to help students help students interested in the actual cognition and inspiration of the community's overall creation of the community.
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. Textbooks: [Community Design], Masaki Light, translated by Zhuang Yaji, 2015, Taipei City: Publishing Facebook.
2. Main reference books: [Space is power], Bi Hengda, 2007, Taipei City: Published by the Cultural Business Co., Ltd. of the Mind Workshop.
3. Lecture in the classroom, please download from the teaching platform. Please read each person 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 Absence |
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 Usual grade |
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 Period Briefing |
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 Book Briefing |
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」 |
