社會領域的課程目標在於啟發學生能夠承認差異，願意肯定自我、欣賞他人與尊重差異。現代社會中傳遞價值與讓自我學習成長、面對差異並反省成長的思辨機會即為個體的生活環境。生活環境需要有相對應的基礎才可理解這些價值的產生以及存續的意義。
基於前述，作為社會價值思辨為主軸之課程，若談到社會對於群體發揮影響與價值展現的體制來說，放諸全世界最明確的體制即為「教育」。而各國的教育體制與內涵亦體現各國認為「什麼內容最有價值」值得放在教育體制（特別是義務教育階段），同時，教育實際上是從出生以來從家庭、社會、學校等多處場所呈現與影響個體的思維與行動，故考慮價值思辨的層面來說，教育與社會的連結與關係即為最適切的對象。而在參照案例的選擇上，考量社會文化背景的親近性作為參照更可對比與取經優劣之處，以台灣環境來說，日本的教育體制、環境與社會問題與解決模式等相較其他國家與地區更為貼近台灣現狀，故本課程選擇以日本作為對照的案例對象為核心。
具體而言，本課程為採取以閱讀日劇（劇情片以及紀錄片）為手段，用以理解自工業革命以來對於「教育」與「社會」之間的關係，並採取從行動者中心如何將教育與社會中的價值納為思考的素材與行動的參照，也就是「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。本部分以教育、社會、世代、家庭、教師等多重面向呈現教育與社會的各項價值對於個體與群體的影響，以及各項掙扎與衝突的呈現方式為主軸，作為與自身經歷的對照與反思。其次在微觀層級上，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。本部分以接受教育後的「出社會」與「工作」兩者作為在教育體制與社會環境中獨當一面的個體如何面對自己的人生並貢獻自身的能力與思考自身的價值的方式，如工作的價值、轉職的意義、累積的經驗如何成為他人的參考等面向，作為尚未具體進入社會生活的個體作為未來的準備與價值建立的參考。
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。故本課程結合教育、家庭、社會、實際案例與討論，以及對案例之心得分析寫作以及自選案例進行分析之實作方式，藉此提升學生對於價值的各種參照與分析之能力，進而提升學生在教育階段與社會生活之中面對各項價值衝突的層面上有多方面的參照與思考的能力，進而豐富人生。
The goal of the social field curriculum is to inspire students to recognize differences, be willing to affirm themselves, appreciate others and respect differences. In modern society, individual living environment is the opportunity to convey values and allow oneself to learn and grow, face differences and reflect on growth. The living environment requires a corresponding foundation to understand the emergence and survival of these values.
Based on the above, as a course that focuses on social value speculation, when it comes to the system through which society exerts influence on groups and displays value, the clearest system in the world is "education." The education systems and connotations of various countries also reflect that each country believes that "what content is the most valuable" deserves to be placed in the education system (especially the compulsory education stage). At the same time, education actually starts from birth in the family, society, school and other places. It presents and affects individual thinking and actions. Therefore, from the perspective of value speculation, the connection and relationship between education and society is the most appropriate target. When selecting reference cases, considering the proximity of social and cultural backgrounds can serve as a reference for comparison and learning from the pros and cons. Taking the Taiwanese environment as an example, Japan’s education system, environmental and social problems and solution models are compared with those of other countries. The region is closer to the current situation in Taiwan, so this course chooses Japan as the comparison case object as the core.
Specifically, this course uses reading Japanese dramas (drama films and documentaries) as a means to understand the relationship between "education" and "society" since the industrial revolution, and how to integrate education and "society" from an actor-centered perspective. The values in society are used as material for thinking and reference for action, that is, the importance of "learning" and the connection between the two, as a way to cultivate students' ability to understand their own abilities, face their own situations, and face life in the future. course.
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. Various aspects of response. This part uses multiple aspects such as education, society, generations, families, teachers, etc. to present the impact of various values of education and society on individuals and groups, as well as the presentation of various struggles and conflicts as the main axis, as a comparison and reflection with one's own experience. . Secondly, at the micro level, with "learning and self-realization" as the center, facing society, facing oneself and changing society as the main axis, we explore the possibility of adjusting one's own mentality and possibilities in career as a way to cultivate literacy. This part uses "going out of society" and "working" after receiving education as a way for individuals who are independent in the education system and social environment to face their own lives and contribute their own abilities and think about their own value, such as the way of working. Aspects such as value, the meaning of career change, and how accumulated experience can become a reference for others serve as a reference for future preparation and value establishment for individuals who have not yet concretely entered social life.
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. Therefore, this course combines education, family, society, practical cases and discussions, as well as practical methods of analyzing and writing case experiences and analyzing self-selected cases, so as to enhance students' ability to refer to and analyze values in various ways, thereby improving students' ability in The ability to refer to and think in many aspects when facing various value conflicts in the educational stage and social life can enrich life.
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| 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 |
35 | 各組自選影片對其進行名言佳句與名場面分析 |
| 學生自主實作學生自主實作 Students implement independently |
5 | 學生自主實作表現評量，由通識中心辦公室提供 |
