本門課是在大三的社會科學研究方法課的基礎上，進一步深化質性研究的學習，主題包括深度訪談、參與觀察、網路民族誌、歷史比較法、敘事分析、論述分析、紮根理論、延伸個案法。課程除了講授、文本教材的整理外，還包括五個主題選一的田野調查實作。課程將協助同學進入田野，具體操作相關的質性方法，包含設計、蒐集、分析與寫作，並於期末工作坊發表會進行15分鐘的研究成果簡報。
為避免「搭便車」的情形出現，本課程的田野調查實作將以「計畫¬—子計畫」的形式進行，並且降低小組人數至一組4人左右。一個小組將從五個主題中選擇一個做為大研究問題的方向，並「一起討論」出大研究問題與相對應的小研究問題。接著，你們將「一起設計」回答這幾個小研究問題的研究方法與訪綱，並「一起蒐集」這些資料。然後，從第十周開始，你們將開始「獨立作業」，個別分析這些一起蒐集到的素材，回答自己負責的小研究問題，撰寫成個人的期末書面報告。雖然說是獨立作業，但小組內還是可以進行討論，幫忙解決彼此遇到的問題，或是修正研究問題的方向。最後，你們得將這些個別的期末報告組合起來，成為一份可以回答大研究問題的簡報。This course is based on the social science research methods course in the junior year to further deepen the study of qualitative research. The topics include in-depth interviews, participant observation, online ethnography, historical comparative method, narrative analysis, discursive analysis, and grounded theory. , extended case method. In addition to lectures and the compilation of textbooks, the course also includes fieldwork practice on one of five topics. The course will assist students to enter the field and specifically operate relevant qualitative methods, including design, collection, analysis and writing, and give a 15-minute presentation of the research results at the final workshop presentation.
In order to avoid the situation of "free-riding", the field survey implementation of this course will be carried out in the form of "project-sub-project", and the group size will be reduced to a group of about 4 people. A group will choose one of the five themes as the direction of the big research question, and "discuss together" the big research question and the corresponding small research question. Then, you will "design together" the research methods and interviews to answer these small research questions, and "collect" these data together. Then, starting from the tenth week, you will start "independent work", individually analyze the materials collected together, answer the small research questions you are responsible for, and write a personal final written report. Although it is said to be independent work, the group can still discuss and help each other solve the problems encountered, or correct the direction of the research problem. Finally, you will combine these individual final reports into a brief that answers the larger research question.
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.
謝國雄編寫，2007，《以身為度、如是我做：田野工作的教與學》。新北：群學。
胡幼慧主編，2008，《質性研究：理論、方法及本土女性研究實例》，台北：巨流。
瞿海源、畢恆達、劉長萱、楊國樞編，2015，《社會及行為科學研究法:質性研究法》。台北市:台灣東華。
Compiled by Xie Guoxiong, 2007, "Thinking of myself and doing it like this: Teaching and learning in fieldwork". New Taipei: Qunxue.
Hu Youhui, editor-in-chief, 2008, "Qualitative Research: Theory, Methods and Examples of Native Women's Research", Taipei: Juliu.
Qu Haiyuan, Bi Hengda, Liu Changxuan, Yang Guoshu (eds.), 2015, "Social and Behavioral Research Methods: Qualitative Research Methods". Taipei City: Donghua, Taiwan.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 作業作業 Homework |
35 | 包含研究問題（大問題與小問題，10%）、一份訪談大綱（10%）、田野筆記（15%）。研究問題與訪談大綱為小組作業，田野筆記為個人作業。 |
| 期中報告期中報告 interim report |
20 | 分組簡報，研究問題與研究方法 |
| 期末報告期末報告 Final report |
35 | 分為分組簡報（15％）及個人書面報告（20％），著重分析成果。 |
| 助教課出席和表現助教課出席和表現 TA class attendance and performance |
10 |
