對社會系或其他社會相關科系的學生而言，社會研究方法不僅是獲得系統化知識的最佳方法，更是未來從事學術研究工作，或是發掘與探討和解決實務工作問題的基石。通過嚴謹的社會研究方法的課程訓練，有助提升學生的邏輯思考及演繹能力。
課程內容大致包含：瞭解研究流程與常見的規範、研究議題發想、研究設計（問卷與資料取得方法）與撰寫研究計畫書等五大主題。瞭解研究流程與常見規範，將著重於介紹社會學研究的內涵、流程以及我們在進行研究時可能會面臨的困境與倫理議題。同時，藉由過去同學的生活經驗及知識作為基礎，培養同學思考並漸進形成一個具體且適合操作的研究議題。有了可操作的議題，便可根據過去的經驗形成研究架構，提出你們的研究假設，並根據假設設計合理且能測量的問卷題目。最後就是抽樣與確認發放對象，待問卷回收之後便可開始著手處理簡單的分析。在這一連串環環相扣的過程當中，也請同學按部就班的完成一份具規模的研究計畫書。另外，雖本學期實作是以問卷為主，但請各位同學不要天真的以為只有做問卷才是做研究，這絕對是天大的誤會。事實上，量化或質性不見得是全然二分的情況，它們只是不同的研究取徑。這堂課的最終目的便是要訓練身為社會系學生的你們，能夠具備基本的研究能力：對有興趣的研究主題，能夠同時兼顧質化與量化的方法。只是我們先從量化開始罷了。
縱而言之，本學期的目標是：引導學生探討各種社會問題、激發學生認識各種社會現象，透過文獻探討、形成概念、提出假設、蒐集資料、研究方法的選擇與測量等技巧與步驟，引導學生依循科學研究的標準，以及認識與遵行學術社群的倫理規範，完成合乎規範的研究計畫書與簡易的分析成果，養成學生多項思考與合作執行研究（或企劃）之能力。
For students in social systems or other social-related departments, social research methods are not only the best way to gain systematic knowledge, but also the cornerstone of future academic research, or discovering, exploring and solving problems in practical work. Through strict social research methods, the course training will help improve students' logical thinking and performance abilities.
The course content roughly includes five major topics, including understanding the research process and common rules, research topic concepts, research design (question papers and data acquisition methods), and writing research plans. Understanding research processes and common rules will focus on introducing the connotation, processes of social research, as well as the dilemmas and ethical issues we may face when conducting research. At the same time, through the life experience and knowledge of past classmates as the foundation, we cultivate students' thinking and progress to form a specific and suitable research topic. With actionable questions, you can form a research framework based on past experiences, propose your research hypothesis, and design reasonable and measurable questions based on hypothesis. Finally, the sampling and confirmation of the distribution object are selected. After the questionnaire is collected, you can start a simple analysis. During this interlocking process, students should also complete a large-scale research plan step by step. In addition, although the actual work in this period is mainly about question papers, please do not naively think that only doing question papers is about doing research. This is definitely a huge mistake. In fact, quantitative or quality is not completely binary, they are just different research results. The ultimate goal of this class is to train you, as a social student, to have basic research skills: to consider interesting research topics, and to consider both quality and quantification methods. But we started to get rid of the quantification first.
In short, the goal of this period is to guide students to explore various social issues, stimulate students to understand various social phenomena, and use literary exploration, form concepts, propose hypothesis, collect data, and select and measure research methods. , guide students to follow the standards of scientific research, as well as to understand and comply with the academic community's ethical rules, complete research plans and simple analytical results, and cultivate students' ability to think and cooperate in conducting research (or plans).
1.Babbie, Earl. (14th edition)，2016，《社會科學研究方法》。林秀雲譯。台北：雙葉書廊。
2.Hempel, Carl Gustav，何秀煌譯，1987，《科學的哲學》。台北：三民書局。
3.Neuman, W. Lawrence. 2003. (Fifth Edition). Social Research Methods: Qualitative and Quantitative Approaches. Allyn and Bacon.
4.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。
5.瞿海源、畢恆達、劉長萱、楊國樞主編，2015，《社會及行為科學研究法》臺北市：東華書局。
1.Babbie, Earl. (14th edition), 2016, "Social Science Research Methods". Lin Xiuyun translated. Taipei: Double Leaf Library.
2. Hempel, Carl Gustav, He Xiuhuang's translation, 1987, "Philosophy of Science". Taipei: Sanmin Book Bureau.
3.Neuman, W. Lawrence. 2003. (Fifth Edition). Social Research Methods: Qualitative and Quantitative Approaches. Allyn and Bacon.
4. Wang Jiahuang and Pan Zhongdao, 2003, "Contemporary Social Research Methods: Quality and Quantitative Paths". Learn to be rich in culture.
5. Editors from Qu Haiyuan, Bihenda, Liu Changxuan, and Yang Guole, 2015, "Social and Behavioral Research Methods" Taipei City: Donghua Book Bureau.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 考試分數考試分數 Exam scores |
40 | 筆試，期中、期末考各20％。 |
| 助教課分數助教課分數 Teaching Assistant Course Score |
15 | 由助教自行訂定評分規矩，視每週出席、討論與其他學習表現給分。 |
| 平常作業平常作業 Normal operation |
15 | 學期當中授課老師指派之小組作業以及進度報告，共五次。 |
| 期末報告期末報告 Final report |
25 | 包含口頭（15％）及書面報告（10％），並要求同學交互評鑑。 |
