身為大學生—社會的中堅份子，老師期盼你我能夠深入理解社會、關懷社會，進而改善社會，這是所有共同生活在這塊土地上的社會人的共識與責任。
社會學可以是改變社會現狀的理論工具，也可以是研究社會問題的知識圖譜。
從105 學年上學期開始，我嘗試將社會學課程結合日常生活之社會現狀觀察，與社會問題的分析與診治，從首屆的「社區與社會連結企畫書」，我們探討了東海學區交通、宿舍區空氣污染，與勞作教育等改善方案，以及學生打工權益與性別平等保障等議題，另外還有友善寵物、自營食堂等企畫案。第二屆則對焦於「社會學與社會問題報告」，選定「高齡社會」做為期末報告主題，各組提出了共乘交通運輸、老社區物資交換、志願人力互助銀行、社區藥局與生活便利社、老人復健、運動與休閒規劃、醫療巡迴、銀髮食堂與銀髮科技手環、智慧輔具設計等九項解決高齡社會問題的方案。
第三屆對焦於「勞動社會學」，闡示有關血汗勞動的勞動條件與勞動權益之倡議，小組主題包括：勞動社會學之法制面面觀、藍領、白領與粉領工作的勞動條件比較、工作貧窮、非典型工作(兼職/臨時工)勞動條件分析、職場性別不平等、托育政策&長照體系&現代婦女角色、再到網路新世代勞動觀探討、東海大學生的打工處境報告書等新興的現象探討。第四屆則透過社區踏勘，嘗試規劃社區創生&社區營造計畫書。
本學期，我將針對法律系學生設計「法律&社會學想像」為報告主軸，擬從性別、族群、階級與勞動等社會問題進行深入探查，並且運用自身的法律專業知識，跨學科整合地深入探討問題所在的社會、政治、經濟與法律等脈絡條件，進而嘗試對社會政策提出建議。培養公民素養與公共參與，為實現公義社會而努力。As a college student-center of society, the teacher hopes that you and I can have a deep understanding of society, care about society, and thus improve society. This is the common understanding and responsibility of all socialists living together on this land.
Social science can be a theoretical tool to change social conditions or a knowledge graph that studies social problems.
Starting from the first year of 105, we tried to combine social courses with social status observations in daily life, analysis and diagnosis of social issues, from the first "Community and Social Connection Company Book", we explored improvement plans such as transportation in Donghai District, air pollution in dormitory areas, and education in labor, as well as students' working rights and gender equality protection. In addition, there are also corporate projects such as friendly pets and self-operated canteens. The second focus on "social science and social problem report" and selected "high-age society" as the final report topic. Each group proposed nine solutions to solve high-age social problems, including ride-sharing transportation, material exchange in old communities, volunteer human mutual assistance banks, community pharmacy and lifestyle clubs, elderly health, sports and leisure planning, medical patrols, silver canteens and silver hair technology rings, and smart tool design.
The third focus is on "sports society", which shows the initiatives on sweats and the rights of the movement. The topics of the group include: comprehensive view of the legal system of sports society, comparing the working conditions of blue, white and pink, poor, and non-working. Analysis of the labor conditions of typical jobs (part-time/temporary work), gender inequality at work, childcare policy & long-term care system & modern female roles, and new generation of online sports explorations, and new-generation labor reports for students at Donghai University. The fourth chapter is to plan community inquiry and community construction plan.
During this period, I will design "Legal & Social Imagination" for law students as the leader of the report, conduct in-depth investigations on social issues such as gender, ethnicity, level and health, and use my own legal professional knowledge to explore the social, political, economic and legal intensive conditions in which the problems lie, and then try to make suggestions on social policies. Cultivate citizens' literacy and public participation, and work hard to realize a public society.
介紹社會學基本概論
Introduction to the basic social studies
教科書：《社會學與台灣社會(第四版)》(精簡本), 2015,巨流
Educational and Science Book: "Social Science and Taiwan Society (Fourth Edition)" (Simplified Version), 2015, Juliu
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 個人成績-(期中考前)兩篇memo個人成績-(期中考前)兩篇memo Personal achievements - (before the midterm exam) two memos |
20 | 精讀有興趣章節，內容架構： (1)重點摘錄、(2)五個關鍵字、(3)三個問題。(每份約A4 2 頁) |
| 個人成績-課堂參與個人成績-課堂參與 Personal Achievement-Course Participation |
20 | 缺席次數3 次為限(需提出證明),評分項目包括(1)出席狀況、(2)課堂提問、(3)參與討論的程度 |
| 個人成績-期中考試個人成績-期中考試 Personal Adults - Midterm Exam Trial |
20 | 六題解釋名詞+ 兩題申論題 |
| 小組團隊成績-課堂導讀小組團隊成績-課堂導讀 Team formation - Classroom guide |
15 | 1.小組成員分工導讀-指定閱讀章節或文本。2.以6-7 人一組為原則自行分組，導讀時間為第二節,約20 分鐘。 |
| 小組團隊成績-小組學期報告小組團隊成績-小組學期報告 Team formation - Team period report |
25 | (1)主題：「法律&社會學想像」(以性別,族群,階級,勞動等為主軸，擇一形成小組報告 )(2)形式不拘：數位媒材，微電影、戲劇演出或田野紀錄片皆可。 |
