「一棵大樹在森林裡倒下而沒有人在附近聽見，它有沒有發出聲音？」質性研究觸及的是終極性的哲學問題，目的在於探索人如何理解世界、建構意義，在統計、數據為發言基礎的量化研究中，開出一條以田野研究、文本分析、詮釋理路為策略的意義研究。質性研究不是量化研究的對立面，而是在與量化資料交互對話的歷程中完成意義研究，方法自身並無優先性，研究方法的使用則取決於研究發問，而方法選用也同時反映了研究者的訓練和世界觀。
本課程目的著重於訓練修課同學了解質性研究實施之價值、邏輯與方法。社會工作是門具備多元典範與實踐基礎的學科，運用多視角方法論和研究方法企圖理解社會工作現場所遭逢的現象或群體。因此，本課程將介紹多種質性研究方法的設計邏輯與施作規劃、長處和限制，修課同學則透過課程作業，以及研究計畫寫作了解質性研究的具體架構和內涵，以一學期的時間思考質的研究歷程及其中潛藏的倫理與反思議題。"A big tree falls down in the forest and no one hears it nearby. Does it sound?" Qualitative research touches on the ultimate philosophical problem, with the purpose of exploring how people understand the world, construct meanings, and in statistics and data In the quantitative research based on the theory, a study of the meaning of field research, text analysis, and verbalization strategies was developed. Quality research is not the opposite of quantitative research, but rather completes meaning research in the process of interacting with quantitative data. The method itself is not preceded by the use of research methods, and the use of methods also reflects the researchers. training and world view.
The purpose of this course focuses on training students to understand the value, logic and methods of quality research implementation. Social work is a subject with a diverse classical and practical foundation, using multi-angle methodology to understand the phenomena or groups encountered in social work. Therefore, this course will introduce the design logic and implementation planning, length and limitations of a variety of quality research methods. Students in the course work and research plan can understand the specific structure and connotation of quality research through the course work and research plan writing, and use a one-year The research process of time thinking quality and the hidden ethics and reflection topics.
質性研究是以不同於實證主義的視野來看待世界，與實證主義有著在本體論、認識論與方法論上的歧異，所以本課程首先將針對質性研究的知識基礎與歷史脈絡進行介紹與討論。然，質性研究有許多不同的取向，每個取向也有其在認識論立場與方法上的差異，所以，本課程將選擇二種對社會工作領域較基礎、較常使用的質化研究取向來進行較深入的分析與討論，包括其發展歷史、基本理念、資料蒐集方法、資料分析方法等。
本課程的目標是以協助同學探索並選擇適合或接近自己研究立場，或是可以解答自己研究問題的質性研究取向；對於質性研究的成果有更具體的想像；以及培養同學具備初步執行質化研究的能力為重點；所以整體課程設計是以下述三個方向為主：
1、探索：釐清自己要探索什麼？如何探索？如何增加探索的敏感度？
2、閱讀：閱讀由質性研究的經典論文，來增進同學對質化研究的敏感度。
3、書寫：藉由指定作業讓同學不斷地書寫，來培養質性研究的寫作能力。
Qualitative research looks at the world from a different perspective from the proof theory, and has differences in intrinsic, cognitive and methodological discussions. Therefore, this course first introduces and discusses the intellectual foundation and historical aspects of quality research. However, there are many different orientations in quality research, and each orientation also has its differences in the understanding and methodology. Therefore, this course will select two more basic and commonly used quality research orientations for social work. In-depth analysis and discussion, including its development history, basic concepts, data collection methods, data analysis methods, etc.
The purpose of this course is to help students explore and choose a quality research orientation that is suitable or close to their own research position, or can answer their own research questions; to have more specific imaginations about the results of quality research; and to cultivate students to prepare preliminary execution quality The ability of research is the focus; therefore, the overall course design is mainly in the following three directions:
1. Exploration: What should I explore if I clear myself? How to explore? How to increase the sensitivity of exploration?
2. Reading: Read classical essays based on quality research to increase students' sensitivity to quality research.
3. Book writing: By designing students to write continuously, cultivate writing skills for quality research.
0.戶田山和久著。林宗德譯（2019）《論文教室：從課堂報告到畢業論文》。台北：游擊文化。
1. 畢恆達（2010）《教授為什麼沒告訴我：2010全見版》。台北：小畢空間。
2. 謝國雄等（2011）《以身為度、如是我做：田野工作的教與學》。台北：群學。
3. 鈕文英（2018）《質性研究方法與論文寫作》。台北：雙葉書廊。
4. Akhil Gupta, and James Ferguson, ed., (1997). Anthropological Locations: Boundaries and Ground of a Field Science.
＊中譯本：《人類學的定位：田野科學的界線與基礎》。北京：華夏出版社。
5. Campbell, M. & Grego, F. （2002[2012]）。《為弱勢者畫權力地圖：建制民族誌入門》（Mapping Social Relations: A Primer in Doing Institutional Ethnography）。王增勇等譯。台北：群學。
6. Altricher, H., Posch, P. & Somekh, B.（1997）。《行動研究方法導論：教師動手做研究》。夏林清等譯。台北：遠流。
7. Humphreys, L.（1975[2016]）。《茶室交易》（Tearoom Trade: Impersonal Sex in Public Places）。高穎超譯。台北：群學。
8. Goffman, A.（2018[2014]）。《全員在逃：一部關於美國黑人城市逃亡生活的民族誌》（On the Run: Fugitive Life in an American City）。李宗義、許雅淑譯。台北：衛城出版。
9. 英文文本。見各週次上課內容。
10. 中文文獻。見各週次上課內容。
0. I wrote a long time ago. Lin Zongde (2019) "Aboutique Classroom: Reporting from Classroom to Graduate Papers". Taipei: Tourist culture.
1. Diploma (2010) "Why did the professor not tell me: 2010 Full Version". Taipei: Small space.
2. Thank you Guoxiong et al. (2011) "Teaching and Learning of Field Work with Yourself as a Degree, So Me: Teaching and Learning of Field Work". Taipei: Group studies.
3. Zhu Wenying (2018) "Quality Research Methods and Discussional Writing". Taipei: Double Leaf Library.
4. Akhil Gupta, and James Ferguson, ed., (1997). Anthropological Locations: Boundaries and Ground of a Field Science.
*Chinese translation: "The Positioning of Human Science: The Boundary and Foundation of Field Science". Beijing: Huaxia Publishing House.
5. Campbell, M. & Grego, F. (2002 [2012]). Mapping Social Relations: A Primer in Doing Institutional Ethnography. Wang Zengyong and others translated. Taipei: Group studies.
6. Altricher, H., Posch, P. & Somekh, B. (1997). "Administrative Methods of Action Research: Teachers Do Evolved". Xia Linqing and others translated. Taipei: Far.
7. Humphreys, L. (1975 [2016]). Tearoom Trade: Impersonal Sex in Public Places. High-level superimposition. Taipei: Group studies.
8. Goffman, A. (2018 [2014]). "On the Run: Fugitive Life in an American City". Li Zongyi and Xu Yashu. Taipei: Published by Wucheng.
9. English text. See the content of the class every week.
10. Chinese language. See the content of the class every week.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂導讀課堂導讀 Classroom Advisor |
30 | |
| 期末作業期末作業 Final operation |
30 | |
| 期末口頭報告期末口頭報告 Final oral report |
20 | |
| 課堂參與課堂參與 Class Participation |
20 |
