本課程為以閱讀日劇（劇情片以及紀錄片）為手段，用以理解當今對於「教育」與「社會」之間的關係，以及「學習」與此兩者之間的關聯的重要性，作為培養學生具有對自身能力理解、面對自身狀況與未來面對生活之課程。
在課程內容層面上，本課程主要分成兩大層級，在巨觀層級上，以「教育制度與社會需求」為中心，結合時代變遷的部分，探討社會結構與相應因素之影響，以及教育體制的各種面向的回應；在微觀層級上，以「學習與自我實現」為中心，以面對社會、面對自身以及改變社會為主軸探討在生涯中調整自身心態與可能性的方式作為培養素養的可能性。基於前述方式進行挑選課程所使用的各作品的主題。
在上課方式的呈現上，除課程開始的打底部分以及專題討論部分以任課教師的自編講義進行講述與帶領討論外，其他則以閱讀影片、筆記記述以及課堂與分組討論之方式進行。This course uses reading Japanese dramas (dramas and documentaries) as a means to understand the current relationship between "education" and "society" and the importance of "learning" and the relationship between the two. Students have courses to understand their own abilities, face their own situation and face life in the future.
In terms of course content, this course is mainly divided into two levels. At the macro level, it focuses on "educational system and social needs" and combines the changes of the times to explore the impact of social structure and corresponding factors, as well as the changes in the education system. Responses from various aspects; at the micro level, with "learning and self-realization" as the center, facing society, facing oneself and changing society as the main axis, it explores ways to adjust one's own mentality and possibilities in career as a possibility of cultivating literacy. sex. Based on the above method, the themes of each work used in the course are selected.
In terms of the presentation of the class, except for the introductory part and thematic discussion part at the beginning of the course, which are narrated and led by the teacher's self-compiled handouts, the rest are conducted by reading videos, taking notes, and class and group discussions.
Goleman, Daniel、Senge, Peter（2015）。未來教育新焦點：專注自己、關懷他人、理解世界（許妍飛譯）。臺北市：天下文化。
Lemov, Doug、Woolway, Erica、Yezzi, Katie（2019）。完美練習：成功解鎖1萬小時魔咒，將技能轉為本能的學習法則（陳繪茹譯）。臺北市：方智。
Mayer-Schönberger, Viktor 與Cukier, Kenneth（2014）。大數據：教育篇 : 教學與學習的未來趨勢（林俊宏譯）。臺北市：天下。
Mills, C. Wright（1996）。社會學的想像（張君玫、劉鈐佑譯）。臺北市：巨流。
Robinson, Ken、Aronica Lu（2015）。讓天賦發光（卓妙容譯）。臺北市：天下文化。
Robinson, Ken、Aronica Lu（2018）。讓孩子飛：別讓僵化體制扼殺孩子的未來（廖月娟譯）。臺北市：天下文化。
Senge, Peter M.（2019）。第五項修練：學習型組織的藝術與實務（全新修訂版）（郭進隆、齊若蘭譯）。臺北市：天下文化。
王振寰、瞿海源（2014）。社會學與臺灣社會（四版）。高雄市：巨流。
野口悠紀雄（2013）。進入職場才知道，學這些最有用：創造身價、脫穎而出的學習法（張明敏譯）。臺北市：先覺。
葉丙成（2018）。為未來而教：葉丙成的BTS教育新思維（第二版）。臺北市：天下。
譚光鼎（2016）。教育社會學（二版）。臺北市：學富。
藤田孝典（2016）。貧困世代（賴芯葳譯）。臺北市：高寶。
楊深坑、王秋絨、李奉儒、鄭勝耀（主編）（2019）。比較與國際教育（四版）。臺北市：高等教育。
藍佩嘉（2019）。拼教養：全球化、親職焦慮與不平等童年。臺北市：春山。
Goleman, Daniel, Senge, Peter (2015). The new focus of future education: focus on yourself, care for others, and understand the world (translated by Xu Yanfei). Taipei City: Tianxia Culture.
Lemov, Doug, Woolway, Erica, Yezzi, Katie (2019). Perfect practice: Successfully unlock the 10,000-hour magic spell and turn skills into instinctive learning rules (translated by Chen Huiru). Taipei City: Fang Zhi.
Mayer-Schönberger, Viktor and Cukier, Kenneth (2014). Big Data: Education: Future Trends in Teaching and Learning (Translated by Lin Junhong). Taipei City: Tianxia.
Mills, C. Wright (1996). The Sociological Imagination (translated by Zhang Junmei and Liu Qianyou). Taipei City: Juliu.
Robinson, Ken, Aronica Lu (2015). Let your talents shine (translated by Zhuo Miaorong). Taipei City: Tianxia Culture.
Robinson, Ken, Aronica Lu (2018). Let your children fly: Don’t let the rigid system stifle your children’s future (translated by Liao Yuejuan). Taipei City: Tianxia Culture.
Senge, Peter M. (2019). The Fifth Discipline: The Art and Practice of Learning Organizations (New Revised Edition) (Translated by Guo Jinlong and Qi Ruolan). Taipei City: Tianxia Culture.
Wang Zhenhuan and Qu Haiyuan (2014). Sociology and Taiwanese Society (4th edition). Kaohsiung City: Jiliu.
Noguchi Yukio (2013). Only after entering the workplace did I realize that learning these is the most useful: learning methods to create value and stand out (translated by Zhang Mingmin). Taipei City: Xianjue.
Ye Bingcheng (2018). Teaching for the future: Ye Bingcheng’s new thinking on BTS education (second edition). Taipei City: Tianxia.
Tan, Guangding (2016). Sociology of Education (2nd ed.). Taipei City: Xuefu.
Takanoori Fujita (2016). The Poverty Generation (translated by Lai Xinwei). Taipei City: KBA.
Yang Shenkeng, Wang Qiurong, Li Fengru, Zheng Shengyao (Editors in Chief) (2019). Comparative and international education (4th ed.). Taipei City: Higher Education.
Ram, Pega (2019). Fighting parenting: Globalization, parenting anxiety, and unequal childhoods. Taipei City: Chunshan.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時表現平時表現 daily performance |
30 | 出缺席狀況與上課參與討論情形 |
| 期中個人心得報告期中個人心得報告 Midterm personal experience report |
30 | 對本課程所提供各種影片之內容與心得寫作 |
| 期末團體分組報告期末團體分組報告 Final group report |
40 | 各組自選影片對其進行名言佳句與名場面分析 |
