質性研究是人文社科領域重要的研究方法，也是社會學研究所必修的方法學課程之一，不僅有相當大的應用價值，更是增進綜合性知識學習的好工具，本門質性研究是課程改革後第一次在大四開設的必修課，希望在大三的社會科學研究方法課的基礎之上，藉由田野調查的實作，深化研究方法的學習。秉持跟研究所課程相同的「做中學(learning by doing) 」精神，課程的進行除了課堂講授、文本的導讀提問外，還包括田野調查實作，同學將以分組形式進行質性研究計畫，老師與助教將協助同學進入田野執行實地訪調，操作相關的質性方法內容，並設計可行的的研究題目，進行一手的資料蒐集與分析，從而讓質性研究能力能夠內化到學習者身上，得到有效的吸收。
本課程主要的方法聚焦於參與觀察、民族誌、深度訪談、扎根理論、個案延伸法、建制民族誌、行動研究與焦點團體法，強調在實作中學習質性方法，課程以東海別墅和新東里地區為全班共同的田野調查場址，老師和助教會協助同學進入田野，並經營基本的社區關係，每一位同學都要進入田野，並以分組形式進行社區的田野調查，在此基礎上提出具體的研究問題，操作參與觀察及深度訪談等質性方法，並在一個學期當中完成一份小而嚴謹的研究報告，於期末發表會上進行15分鐘的研究成果簡報。
在作業部分，每位同學均須投入社區田野調查、繳交一份田野筆記、按時繳交memo，除了個人作業外，本課程重視分組的調查研究，以六位同學為一組，在每一組當中，又以兩位同學為一個"二人組"單位，來執行深度訪談，每個"二人組"需要完成一個50分鐘以上的關鍵報導人深度訪談及逐字稿。每一組期末報告的資料內容，至少要有六份田野筆記以及150分鐘以上的訪談逐字稿，以作為資料分析及質性編碼的材料。最後三周將以各組的研究主題為核心，進行田野調查工作坊，以期按部就班完成期末研究計畫報告。
質性研究蓄勢待發，大家一起加油吧。
Qualitative research is an important research method in the field of humanities and social sciences. It is also one of the required methodology courses for sociological research. It not only has considerable application value, but also is a good tool to enhance comprehensive knowledge learning. This qualitative research This is the first compulsory course offered in the senior year after the curriculum reform. It is hoped that on the basis of the social science research methods course in the junior year, the study of research methods can be deepened through the implementation of field surveys. Adhering to the same "learning by doing" spirit as the graduate courses, the course not only includes classroom lectures and introductory questions about the text, but also includes fieldwork practice. Students will conduct qualitative research projects in groups. Teachers and teaching assistants will assist students to enter the field to conduct field interviews, operate relevant qualitative methods, design feasible research topics, and conduct first-hand data collection and analysis, so that qualitative research abilities can be internalized into learners. , get effective absorption.
The main methods of this course focus on participant observation, ethnography, in-depth interviews, grounded theory, case extension method, organizational ethnography, action research and focus group method. It emphasizes learning qualitative methods in practice. The course is based on Donghai Villa and New The Dongli area is a common field investigation site for the whole class. Teachers and assistants will help students enter the field and manage basic community relations. Every student must enter the field and conduct community field investigation in groups. Based on this, specific research questions are raised, qualitative methods such as participant observation and in-depth interviews are used, and a small but rigorous research report is completed in one semester, and a 15-minute briefing on the research results is given at the final presentation.
In the homework part, each student is required to engage in community fieldwork, submit a field note, and submit a memo on time. In addition to individual homework, this course attaches great importance to group investigation and research, with six students in a group. In one group, two students are used as a "duo" unit to conduct in-depth interviews. Each "duo" needs to complete an in-depth interview with a key reporter and a verbatim transcript of more than 50 minutes. The data content of each set of final reports must include at least six field notes and verbatim transcripts of interviews of more than 150 minutes, as materials for data analysis and qualitative coding. In the last three weeks, fieldwork workshops will be conducted focusing on the research themes of each group, with a view to completing the final research project report step by step.
Qualitative research is ready to go, let’s work together.
The content of the course is based on a selection of qualitative research methods for data generation and analysis that are often used within the administrative and policy sciences. Students will be given the opportunity to critically appraise qualitative research studies from their own research fields both individually and in seminars. Through active participation in seminars, different ways of collecting/generating and analyzing qualitative data will be discussed and analysed. In addition, in the form of a written assignment, students will plan their own qualitative studies and describe how they would carry out an analysis. This course offers a hands-on opportunity for graduate students to experience the practice of qualitative research. The course will require a moderate investment of time, with academically necessary reading and writing, recurrent team discussions based on assignments, and individual fieldwork. Teaching is in English and in the form of a course introduction, lectures and seminars.
The content of the course is based on a selection of qualitative research methods for data generation and analysis that are often used within the administrative and policy sciences. Students will be given the opportunity to critically appraise qualitative research studies from their own research fields both individually and in seminars. Through active participation in seminars, different ways of collecting/generating and analyzing qualitative data will be discussed and analyzed. In addition, in the form of a written assignment, students will plan their own qualitative studies and describe how they would carry out an analysis. This course offers a hands-on opportunity for graduate students to experience the practice of qualitative research. The course will require a moderate investment of time, with academically necessary reading and writing, recurrent team discussions based on assignments, and individual fieldwork. Teaching is in English and in the form of a course introduction, lectures and seminars.
主要教科書
1. 謝國雄(1997)《純勞動：台灣勞動體制諸論》，台北：中研院社研所籌備處。
2. 謝國雄主編(2007)《以身為度、如是我做—田野工作的教與學》，台北：群學。
3. 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：質性研究法》，台北：臺灣東華。
4. 胡幼慧主編(1996)《質性研究：理論、方法及本土女性研究實例》，台北：巨流。
參考書
1. Alford, R.R.(1998)The Craft of Inquiry: Theories, Methods, Evidence. 王志弘譯(2011)，《好研究該怎麼做》，台北：群學。
2. Booth, W.C., Colomb, G.G., Williams, J.M.(2003)The Craft of Research. Chicago: The University of Chicago Press. 陳美霞、徐畢卿、許甘霖譯(2009)《研究的藝術》，台北：巨流。
3. Sayer, A.(2010)Method in Social Science: A Realist Approach. Revised 2nd.許甘霖、萬毓澤、楊友仁譯(2016)《社會科學的方法：實在論觀點》，台北：巨流。
4. 畢恆達，2006，《教授為什麼沒告訴我：論文寫作的枕邊書》* (二版)。台北：學富文化。
5. 郭佩宜、王宏仁編，2006，《田野的技藝：自我、研究與知識建構》*。台北：巨流。
Main textbooks
1. Xie Guoxiong (1997) "Pure Labor: Essays on Taiwan's Labor System", Taipei: Preparatory Office of the Institute of Social Research, Academia Sinica.
2. Editor-in-Chief Xie Guoxiong (2007) "Measure it with your body, do it this way—Teaching and Learning of Fieldwork", Taipei: Qunxue.
3. Edited by Qu Haiyuan, Bi Hengda, Liu Changxuan, and Yang Guoshu (2015) "Social and Behavioral Research Methods: Qualitative Research Methods", Taipei: Donghua, Taiwan.
4. Edited by Hu Youhui (1996) "Qualitative Research: Theories, Methods and Examples of Native Women's Research", Taipei: Juliu.
Reference books
1. Alford, R.R. (1998) The Craft of Inquiry: Theories, Methods, Evidence. Translated by Wang Zhihong (2011), "How to Do Good Research", Taipei: Qunxue.
2. Booth, W.C., Colomb, G.G., Williams, J.M. (2003) The Craft of Research. Chicago: The University of Chicago Press. Translated by Chen Meixia, Xu Biqing, and Xu Ganlin (2009) "The Art of Research", Taipei: Juliu.
3. Sayer, A. (2010) Method in Social Science: A Realist Approach. Revised 2nd. Translated by Xu Ganlin, Wan Yuze, and Yang Youren (2016) "Method in Social Science: A Realist Perspective", Taipei: Juliu.
4. Bi Hengda, 2006, "Why Didn't the Professor Tell Me: A Pillow Book for Essay Writing"* (second edition). Taipei: Xuefu Culture.
5. Guo Peiyi and Wang Hongren, eds., 2006, "The Craft of the Field: Self, Research and Knowledge Construction"*. Taipei: Juliu.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂出席、參與討論課堂出席、參與討論 Attend classes and participate in discussions |
15 | 視出席率以及提問、回答問題的積極度 |
| 三份個人Memo三份個人Memo Three personal memos |
10 | 兩分指定教材閱讀心得Memo，1000字以上，各3%；一份田野筆記Memo，1000字以上，4% |
| 個人期中報告個人期中報告 Personal interim report |
15 | 2500字以上 |
| 個人期末報告個人期末報告 Personal final report |
18 | 3000字以上 |
