113 學年度上學期 /東海大學社會系必修課程大綱
質性研究A班
授課教師：鄭斐文 老師
上課時間地點：每星期三 9:00—12:00 教室（待確認）
[課程大綱以上課第一周發放版本為準]
一、課程目標：
相較於「社會研究法」有關統計與各類研究法的基本認識和操作經驗，本課程的重點在於：(1) 培養從事以質性社會調查與行動為目標的分析和研究能力；(2) 質性研究方法的進階思考與反省；(3) 寫作、發表與呈現調查的能力。
質性研究課程重點在於田野研究方法（或其他如論述分析方法）的實際操作，空談理論無益，因此，花時間在田野調查之觀察、分類整理田野資料的技巧、書寫資料為學習重點。質性研究方法是相當有用的社會學技巧，在研究方法培養過程中，實際運用社會學想像力、學習到成熟的人際關係溝通與應對、田野的倫理作為自我人格鍛鍊、最後，得以將訪談與理論相互呼應，得到透視綜觀現象的能力。這個課程也將有助於同學在未來工作的發展，如從事媒體報導、記者、政治工作、企業社會等領域的基礎訓練。
二、授課方式：
這門課程以討論與實際操作為主。學生於課前必須熟讀指定讀物，提出核心問題及引申的問題意識，作為上課討論的基礎。課程要求如下：
＊演講心得（10%）：本學期演講有三場，需要於隔週上課前繳交心得並上傳到ilearn。其餘人權系列演講，參與同學若繳交300字心得每篇加總1分。
＊助教小組討論課 (20%)：每兩週一次助教討論課。課堂平時參與：本課程教學建立在師生共同討論的基礎上，因此每位同學必須積極參與討論，共同發現田野中的問題，並連結到自己的研究問題上。整學期有兩次小組上台報告（研究主題、編碼與期末報告）
＊小組的田野觀察與深度訪談，及每位同學需繳交田野筆記一份(10%)：需要訂定小組訪談的方向，同時，小組中的每人需訪談至少兩位以上受訪者，以及田野筆記。小組訪談主題與個人訪談方向須一致。
＊小組期中報告（20%）、期末報告(20%)：A.期末報告每人寫5000–8000字，包括文獻回顧、田野調查與編碼分析。B.並且與以下老師規定的主題相關（若有大專生計畫通過且已經開始田野調查的學生，請找老師討論主題與寫作狀況）
＊＊Memo文本為以下：
1. Memo 1 — C. J. Pascoe，《你這個娘炮：校園同儕如何建構青少年的男子氣概？拆解陽剛氣質、性、身體的社會學新思考》
2. Memo 2 — 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。第二章 「訪談法」
3. Memo 3 — 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。（讀第5章「象牙塔的業務機密：參與實作與四位一體」）
4. Memo 4 — 林昱瑄（2019），〈做學術、做媽媽：學術媽媽的建制困境、協商策略與智性母職〉，《台灣社會學刊》66:125-180。
5. Memo 5（加分memo）--- 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。第十章 。
First semester of the 113th academic year/Compulsory course outline for the Department of Sociology, Tunghai University
Qualitative Research Class A
Instructor: Teacher Zheng Feiwen
Class time and location: Every Wednesday 9:00-12:00 classroom (to be confirmed)
[The course syllabus is subject to the version issued in the first week of class]
1. Course objectives:
Compared with the basic understanding and operational experience of statistics and various research methods in "Social Research Methods", the focus of this course is: (1) Cultivating analytical and research capabilities aimed at qualitative social surveys and actions; (2) ) Advanced thinking and reflection on qualitative research methods; (3) Ability to write, publish and present investigations.
The focus of the qualitative research course is on the practical operation of field research methods (or other methods such as discourse analysis). It is useless to talk about theory. Therefore, spending time on observation in field surveys, skills in classifying and organizing field data, and writing materials are the focus of learning. Qualitative research method is a very useful sociological skill. In the process of cultivating research methods, you can actually use sociological imagination, learn mature interpersonal communication and coping, and field ethics as self-personality training. Finally, you can combine interviews and theory. Echoing each other, we gain the ability to see through and comprehensively observe phenomena. This course will also help students develop their future work, such as basic training in media reporting, journalists, political work, corporate society and other fields.
2. Teaching method:
This course is mainly discussion and practical. Students must read the designated readings thoroughly before class and raise core questions and extended awareness of issues as the basis for class discussions. Course requirements are as follows:
*Speech experience (10%): There are three speeches this semester. The experience needs to be submitted and uploaded to ilearn before class every other week. For the rest of the human rights speech series, if participating students submit 300 words of experience, each speech will add up to 1 point.
* Teaching assistant group discussion class (20%): Teaching assistant discussion class every two weeks. Daily participation in class: The teaching of this course is based on discussions between teachers and students. Therefore, each student must actively participate in discussions, jointly discover problems in the field, and connect them to their own research questions. There are two group presentations throughout the semester (research topic, coding and final report)
*Group field observation and in-depth interviews, and each student must submit a field note (10%): the direction of the group interview needs to be determined, and each person in the group needs to interview at least two interviewees. and field notes. The topic of the group interview must be consistent with the direction of the individual interview.
＊Group midterm report (20%), final report (20%): A. Each person should write 5000-8000 words for the final report, including literature review, field investigation and coding analysis. B. And related to the following topics specified by the teacher (if there are students who have passed the college program and have started fieldwork, please find the teacher to discuss the topic and writing status)
＊＊Memo text is as follows:
1. Memo 1 — C. J. Pascoe, You Sissy: How Do Peers Construct Adolescent Masculinity on Campus? New Sociological Thoughts on Dismantling Masculinity, Sex, and the Body"
2. Memo 2 - Editors-in-chief, Haiyuan Qu, Hengda Bi, Changxuan Liu, and Guoshu Yang (2015) "Social and Behavioral Research Methods: Qualitative Research Methods", Taipei: Donghua, Taiwan. Chapter 2 "Interview Method"
3. Memo 3 - Editor-in-Chief, Xie Guoxiong (2007) "Measure the body, do it this way - Teaching and learning of fieldwork", Taipei: Qunxue. (Read Chapter 5 "Business Secrets in the Ivory Tower: Participation in Implementation and the Four-in-One")
4. Memo 4 — Lin Yuxuan (2019), "Being an Academic, Being a Mother: The Institutional Dilemma, Negotiation Strategies and Intellectual Motherhood of Academic Mothers", "Taiwan Journal of Sociology" 66: 125-180.
5. Memo 5 (extra points memo) --- Editors-in-chief, Qu Haiyuan, Bi Hengda, Liu Changxuan, and Yang Guoshu (2015) "Social and Behavioral Research Methods: Qualitative Research Methods", Taipei: Donghua, Taiwan. Chapter 10.
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.
四、主要教材：
1. 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。（讀chapter 1, chapter 5）
2. 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。第二章（「訪談法」）、第三章（〈質性個案研究:紮根理論與延伸個案法〉）
3. Neuman, W. Lawrence （2003）著、王佳煌、潘中道譯，《當代社會研究法：質化與量化途徑》，台北：學富。
4. 胡幼慧 （1996），《質性研究:理論、方法及本土女性研究實例》。（第九章、第十章）
5. C. J. Pascoe，《你這個娘炮：校園同儕如何建構青少年的男子氣概？拆解陽剛氣質、性、身體的社會學新思考》。遠足文化發行。
6. 洪伯邑（主編），《田野敲敲門：現地研究基本功》。台大出版中心。（p.94-163）（ilearn）
4. Main teaching materials:
1. Editor-in-Chief Xie Guoxiong (2007) "Measure it with your body, do it this way—Teaching and Learning of Fieldwork", Taipei: Qunxue. (Read chapter 1, chapter 5)
2. Edited by Qu Haiyuan, Bi Hengda, Liu Changxuan, and Yang Guoshu (2015) "Social and Behavioral Research Methods: Qualitative Research Methods", Taipei: Donghua, Taiwan. Chapter 2 ("Interview Method"), Chapter 3 ("Qualitative Case Study: Grounded Theory and Extended Case Method")
3. Neuman, W. Lawrence (2003), translated by Wang Jiahuang and Pan Zhongdao, "Contemporary Social Research Methods: Qualitative and Quantitative Approaches", Taipei: Xuefu.
4. Hu Youhui (1996), "Qualitative Research: Theory, Methods and Examples of Native Women's Research". (Chapter 9, Chapter 10)
5. C. J. Pascoe, You Sissy: How do peers construct adolescent masculinity on campus? New Sociological Thoughts on Unpacking Masculinity, Sex, and the Body.” Released by Hiking Culture.
6. Hong Boyi (Editor-in-Chief), "Knocking in the Field: Basic Skills in Field Research". National Taiwan University Publishing Center. (p.94-163) (ilearn)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中報告期中報告 interim report |
20 | |
| 田野筆記田野筆記 field notes |
10 | |
| 期末報告期末報告 Final report |
20 | |
| 平時成績平時成績 usual results |
20 |
