本課程旨在指導社會學博士班學生，在已經完成初步文獻回顧與研究設計的基礎上，深化問題意識的理論基礎、執行研究計劃，並開始書寫研究成果。
在課程目標方面：首先，學生將繼續強化其研究問題與核心概念的關聯性，並將其置於適切的理論脈絡中進行論述。學生需學習如何將已有的文獻回顧轉化為具理論延伸性與批判性的分析架構，這不僅是論文品質的關鍵指標，也決定了後續研究能否提出創新見解。其次，學生將在本課程中進一步精緻化其研究設計，就界定研究對象、適切的研究方法、制定取樣與資料蒐集策略，並處理研究倫理與可行性問題等，藉由往返田野與文獻之間再進一步切搓。最後，開始書寫研究成果。
在課程內涵方面，學生將每兩週一次與指導教授定期會談，檢視研究進度、討論概念轉化、審視資料收集與分析的可能性，同時也將撰寫研究備忘錄或研究日誌，作為反思研究歷程與方法選擇的中介文本。課程亦鼓勵學生參與學術討論會或投稿期刊，藉由學術社群的回饋激盪出更多元的思考與修正方向。
總體而言，本課程強調博士階段「從構想到實作」的學習，重點不在灌輸固定的知識內容，而是建立學生獨立思考、批判反省與系統性規劃的能力。學生將在理論與方法之間來回穿梭，學會調整研究焦點、回應實證挑戰、並建構具社會學貢獻的學術作品。透過本課程的訓練，學生將為進入實地調查或論文寫作的下一階段做好充分準備，並逐步養成長期學術研究所需的自律、敏銳與策略思維。
This course aims to guide students in the social sciences doctoral course, deepen the theoretical basis of problem perception, execute research plans, and start writing research results on the basis of completing preliminary paperwork review and research design.
In terms of course objectives: First, students will continue to strengthen the correlation between their research questions and core concepts and place them in an appropriate theoretical connection for discussion. Students need to learn how to transform existing literature reviews into theoretically extensible and critical analytical structures. This is not only a key indicator of the quality of the literature, but also determines whether subsequent research can propose innovative solutions. Secondly, students will further refine their research design in this course, define research objects, appropriate research methods, formulate sampling and data collection strategies, and deal with research ethics and feasibility problems, and further cut through the fields and literature. Finally, start writing research results.
In terms of course connotation, students will regularly meet with the supervisory professor once a week to view research progress, discuss concept transformation, review the possibility of data collection and analysis, and at the same time, they will also write research preparations or research journals as mediation texts for reflecting on research courses and method selection. The course also encourages students to participate in academic discussions or submit journals, and use the feedback from the academic community to stimulate more diverse thinking and correction directions.
Overall, this course emphasizes the learning of the doctoral stage "thinking from the concept to the practice", and the focus is not on infusion of fixed intellectual content, but on building students' ability to think independently, critically reflect and systematically plan. Students will shuttle back and forth between theory and methodology, and will adjust research focus, respond to practical challenges, and construct academic works with social contributions. Through the training of this course, students will make sufficient preparations for entering the next stage of local surveys or essay writing, and gradually develop the self-discipline, sensitivity and strategic thinking required for long-term academic research.
Bourdieu, P.（2016）。藝術的法則：文學場域的生成與結構（石武耕、李沅洳、陳羚芝 譯）。台北：典藏藝術家庭。（原著出版於1992年）
Rubin, H. J., & Rubin, I. S.（2005）。Ch. 10: The first phase of analysis: Preparing transcripts and coding data & Ch. 11: Analyzing coded data. In Qualitative Interviewing: The Art of Hearing Data (2nd ed.). Thou-sand Oaks, CA: Sage Publications, Inc.
Rubin, H. J., & Rubin, I. S.（2005）。Ch. 12: Presenting the results. In Qualitative Interviewing: The Art of Hearing Data (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Somekh, B., & Lewin, C.（2005）。Ch. 3: Case study. In Research Methods in the Social Sciences. London: Sage. http://zh.scribd.com/doc/77200747/Research-Methods-in-Social-Sciences
吳啟誠、張瓊云（2020）。主題分析在教育研究上的應用。《特殊教育發展期刊》，69，29–42。https://doi.org/10.7034/DSE.202006_(69).0003
陳向明（2002）。研究結果的成文方式－我可以如何說我的故事？收錄於《社會科學質的研究》（頁445–461）。台北：五南。
湯京平（2012）。個案研究。收錄於瞿海源主編，社會及行為科學研究法（二）：質性研究法（頁181–210）。台北：東華書局。
謝國雄（主編）（2007）。以身為度、如是我做：田野工作的教與學。台北：群學出版社
Bourdieu, P. (2016). The rules of art: the generation and structure of the literary field (translated by Shi Wugeng, Li Yuan-chan, Chen Lingzhi). Taipei: Collection Art Family. (The original work was published in 1992)
Rubin, H. J., & Rubin, I. S. (2005). Ch. 10: The first phase of analysis: Preparing transcripts and coding data & Ch. 11: Analyzing coded data. In Qualitative Interviewing: The Art of Hearing Data (2nd ed.). Thou-sand Oaks, CA: Sage Publications, Inc.
Rubin, H. J., & Rubin, I. S. (2005). Ch. 12: Presenting the results. In Qualitative Interviewing: The Art of Hearing Data (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Somekh, B., & Lewin, C. (2005). Ch. 3: Case study. In Research Methods in the Social Sciences. London: Sage. http://zh.scribd.com/doc/77200747/Research-Methods-in-Social-Sciences
Wu Qiye, Zhang Jianyun (2020). Application of topic analysis in educational research. Journal of Special Education Development, 69, 29–42. https://doi.org/10.7034/DSE.202006_(69).0003
Chen Xiangming (2002). How to write research results - How can I tell my story? Included in "Study on Social Sciences" (pages 445–461). Taipei: Wunan.
Tom Jingping (2012). Case study. It is included in the editor of Qu Haiyuan, Social and Behavioral Scientific Research Method (II): Quality Research Method (pages 181–210). Taipei: Donghua Book Bureau.
Thank you Guoxiong (editor) (2007). Taking the body as my measure, I do it like this: teaching and learning of field work. Taipei: Group Publishing House
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席出席 Attend |
30 | 定期見面討論 |
| 各週閱讀心得繳交各週閱讀心得繳交 Weekly reading experiences |
30 | 論文各章節的初稿 |
| 期末報告期末報告 Final report |
40 | 論文初稿 |
