作為一門整合性的課程，本課程之目標主要有二，一是讓修課同學能夠「學以致用」，二是讓修課同學得以「體驗場域」，如此一來，將有助於理論與實務的結合，進而提高同學們的「專業知識」及「實踐能力」，藉此順利銜接未來的工作情境。
詳言之，一方面，課程強調「學以致用」，也就是讓修課同學能夠利用過去學到的理論、知識和技能，針對政府機關面臨的實際問題進行診斷、分析，並提出創新的解決方案；另一方面，課程更著重「場域體驗」，這意味著修課同學需要走出東海大學的範疇，並投身於公共問題發生的真實場域中，透過自己的五感體驗，即視覺、聽覺、觸覺、嗅覺和味覺，以詳實地記錄各種所見所聞。
不同於傳統的課程設計，本課程除了教師授課、業師指導及學長姐輔導之外，更著重在同學們的自主學習（autonomous learning）。也就是說，我們希望在教師、業師及學長姐的引導之下，能夠逐步地養成、培植及建構修課同學的「專業知識」及「實踐能力」。
As an integrated course, the main goals of this course are: one is to enable students in the course to "apply what they have learned", and the other is to enable students in the course to "experience field". In this way, it will help the integration of theory and practice, thereby improving students' "professional knowledge" and "real ability", thereby successfully connecting future work situations.
In detail, on the one hand, the course emphasizes "to apply what you have learned", that is, let students in the course use the theory, knowledge and skills learned in the past to diagnose and analyze actual problems faced by government agencies, and propose innovative solutions; on the other hand, the course is more Focusing on "field experience", this means that students in the course need to step out of the scope of Donghai University and devote themselves to the real field of public issues. Through their five sense experiences, namely vision, hearing, touch, smell and taste, to record various things in detail.
Unlike traditional course design, in addition to teacher teaching, teacher guidance and senior sister guidance, this course focuses more on the independent learning of classmates. In other words, we hope that under the guidance of teachers, teachers and elder sisters, we can gradually cultivate, cultivate and construct the "professional knowledge" and "real ability" that students in the course of study.
本課程要求學生需從語言•溝通領域、社會領域、文化領域三領域中擇一領域進行畢業研究，並以論文或作品+小論文形式擇一提出，視為學生之畢業論文。
This course requires students to conduct graduation research from one of the three areas of language, communication, social and cultural fields, and propose it in the form of a essay or a work + a novel, and consider it as a essay for students.
1. 鈕文英（2023）。質性研究方法與論文寫作（第四版）。雙葉書廊。
2. 鈕文英（2024）。研究方法與設計：量化、質性與混合方法取向（第四版）。雙葉書廊。
1. Wang Wenying (2023). Quality research methods and writing (Fourth Edition). Double Leaf Library.
2. Wang Wenying (2024). Research methods and design: quantitative, quality and mixed method orientation (Fourth Edition). Double Leaf Library.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與課堂參與 Class Participation |
30 | 含到課率與課堂參與度。 |
| 學期報告學期報告 Study period report |
50 | 於期中、期末各舉行一次口頭報告，需繳檔案並使用投影片。 |
| 學習單學習單 Learning order |
20 | 個人對特定議題之觀察、摘要與提問 |
