對社會科學而言，研究方法意謂「以某種深思熟慮過的方式來接觸世界，從而更加了解這個世界」；而方法論則是對於研究方法的後設思考，在於探究不同研究方法如何理解與認識世界的預設，而這便牽涉到對社會事實是怎麼樣的存在（本體論／存有論），以及如何認識社會事實及其認識的本質（認識論）的探討。在本課程中，我們首先將針對社會科學的三大典範：實證主義、解釋主義、批判理論的本體論、認識論進行探究，進而理解這三大典範如何導引出各自的方法論；同時，我們也將閱讀及討論以這三個典範寫成的研究論文，來協助修課同學了解如何運用這三個典範的方法論來做研究，以及不同的典範可以帶我們看到什麼。最後，修課同學也必須在修課過程中進行研究論文寫作的練習，且特別著重在研究問題與方法論的思辯與書寫，藉此更深刻地理解方法論的意義，並熟悉方法論在學術研究中的運用。
For social sciences, research methods mean "to connect with the world in a way that has been thoughtful and understand the world better"; and methodological discussions are post-conceptions of research methods, exploring how different research methods understand and understand them. The world is preset, and this involves an exploration of how social facts exist (into-presentation/existence theory), and how to recognize social facts and their identities (cognition theory). In this course, we first explore the three major social science essays: the intrinsic theory, the interpretation, and the critical theoretical theory, and then understand how these three major classics lead to their respective methodological discussions; at the same time, we also We will read and discuss research papers written in these three classics to assist students in learning how to use these three classics to do research, and what different classics can lead us to see. Finally, students in the course must also conduct the practice of research writing during the course, and focus on studying the concepts and writing of problems and methodology, so as to more deeply understand the meaning of methodology and become familiar with the methodology in academic research. Used.
指定閱讀文獻：
古允文譯，Gosta Espin-Anderson原著（1999）。《福利資本主義的三個世界》。台北：巨流。
李維倫、賴憶嫺（2009）。〈現象學方法論：存在行動的投入〉，《中華輔導與諮商學報》，25，275-321。
呂又慧、梁瓊宜（2016）。〈從病人到人─專業關係再建構？精障會所工作者之主體性生成歷程〉，《臺大社會工作學刊》，33，129-170。
帕瑪譯，Richard E. Palmer原著（1992）。《詮釋學》。台北：桂冠。
梁其姿（1997）。《施善與教化：明清的慈善組織》。台北：聯經。
陳毓文（2008）。〈國內安置少年自殘行為之探究：自殘方式、理由與解釋因素〉，《社會政策與社會工作學刊》，12(1)，1-53。
程樹德等譯，Thomas S. Kuhn原著（1994）。《科學革命的結構》。台北：遠流。
黃丘隆譯，Èmile Durkheim原著（1990）。《社會學研究方法論》。台北：結構群。
黃瑞琪（1994）。《馬克斯論方法》。台北：巨流。
黃瑞琪（2007）。《批判社會學》。台北：三民。
鄭怡世、巫麗雪、劉幸宜（2017）。〈台灣老人日間照顧服務從業人員職場疲勞之探究〉，《社會政策與社會工作學刊》，21(2)，145-188。
鄭怡世、蕭琮琦、張緡鏐、周千郁（2015）。〈同理中的跨越：以臺灣Wraparound方案親代與子代夥伴服務經驗為對象的探究〉，《臺大社工學刊》，31，165-216。
Specify reading points:
Reprinted by Gu Yun, original work by Gosta Espin-Anderson (1999). "Three Worlds of Welfare Capitalism". Taipei: The giant stream.
Li Weilun, Yumeng (2009).
Ji Youhui and Liang Jingyi (2016). 〈From the patient to the person-professional relationship to reconstruct? The course of the main-generating process of workers in the Sperm Disorders Institute〉, "Taiwan University Social Work Journal", 33, 129-170.
Palmer, original work by Richard E. Palmer (1992). "Speech Learning". Taipei: Laurels.
Liang Qizi (1997). "Good and Education: Charity Organizations in the Ming and Qing Dynasties". Taipei: Union.
Chen Yuwen (2008). "Exploration on the self-depressive behavior of resettling young people in China: self-depressive methods, reasons and factors", Journal of Social Policy and Social Work, 12(1), 1-53.
Translated by Cheng Shude et al., original work by Thomas S. Kuhn (1994). "The Structure of the Scientific Revolution". Taipei: Far.
Huangqiu Long, original work by Èmile Durkheim (1990). "Social Research Methods" Taipei: Structure group.
Huang Ruiqi (1994). "Max Methods". Taipei: The giant stream.
Huang Ruiqi (2007). "Critical Social Science". Taipei: Three people.
Zheng Yishi, Wu Lixue, Liu Xingyi (2017). "A Study on the Weakness of the Workplace of the Seniors in Taiwan's Day Career Services", Journal of Social Policy and Social Work, 21(2), 145-188.
Zheng Yishi, Xu Congqi, Zhang Changyan, Zhou Qianyu (2015). 〈Leap in the same way: Exploration of the research on the experience of the Taiwanese Wraparound program and the experience of the offspring partner service〉, Journal of Social Work, Taiwan University, 31, 165-216.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂討論及習作課堂討論及習作 Class discussion and writing |
50 | |
| 期末報告期末報告 Final report |
50 |
