任課教師 |
徐牧瀧
|
學 分 數 |
2 |
課程時數 |
0 |
能力1 |
口語與寫作溝通能力 Oral and written communication skills ------------------------------------------------ 本課程以課堂討論為主要訓練方式，要求學生就指定讀本的內容與觀點於課堂上口頭表達分析與回應，訓練學生精確表達論點、傾聽同儕敘事，並學習有條理地陳述對民族誌文本的理解。 This course primarily trains communication skills through in-class discussion: students are required to articulate their analysis of and responses to the assigned ethnographies orally in class, developing precision in argumentation, active listening to peers’ perspectives, and the ability to present their understanding of ethnographic texts in a structured way. |
能力2 |
資訊科技運用能力 Information technology proficiency ------------------------------------------------ 本課程以精讀指定讀本與課堂討論為主，學生可自行運用線上資料庫、電子書或影音資源查找延伸資料以輔助閱讀理解，惟課程未要求學生獨立產出數位成果，此項能力訓練程度有限。 This course centers on close reading of the assigned texts and in-class discussion; students may use online databases, e-books, or audiovisual resources on their own initiative to supplement their reading, but the course does not require students to produce any digital output, so the cultivation of this competency is limited. |
能力3 |
邏輯與計算推理能力 Logical and computational reasoning abilities ------------------------------------------------ 訓練學生在閱讀民族誌時，區辨文本中的「描述」與「詮釋」，並學習有系統地比較三本讀本所代表的不同民族誌書寫取向；透過隨堂測驗檢核學生是否能正確掌握各取向的方法特徵與理論邏輯。 Students are trained to distinguish between description and interpretation when reading ethnographies, and to systematically compare the different ethnographic approaches represented by the three assigned books; in-class quizzes are used to verify whether students have correctly grasped the methodological features and theoretical logic of each approach. |
能力4 |
倫理涵養與道德思辨能力 Ethical cultivation and moral reasoning skills ------------------------------------------------ 於閱讀三本民族誌時，持續討論書中涉及的研究倫理與文化再現議題（例如精神病患的知情同意、家務移工的隱私與尊嚴、罹病家屬的隱私界線），培養學生辨識並思考研究倫理與再現倫理兩難的敏感度。 While reading the three ethnographies, students continually discuss the research ethics and cultural representation issues raised in the texts (such as informed consent for psychiatric patients, the privacy and dignity of migrant domestic workers, and the privacy boundaries of family members living with illness), cultivating students’ sensitivity to identifying and reasoning through ethical dilemmas in research and representation. |
能力5 |
創意與審美能力 Creativity and aesthetic abilities ------------------------------------------------ 課堂討論中引導學生賞析三本民族誌各自的敘事筆法與文學性，體會不同書寫策略如何影響讀者對疾病、照顧與機構文化的理解與感受，培養對民族誌書寫美感的鑑賞能力。 In-class discussions guide students to appreciate the narrative style and literary qualities of each of the three ethnographies, exploring how different writing strategies shape readers’ understanding of and feeling toward illness, care, and institutional culture, thereby cultivating an appreciation for the aesthetics of ethnographic writing. |
能力6 |
人文關懷能力 Humanistic care skills ------------------------------------------------ 以「閱讀他人的疾病與受苦經驗、觀察他人的日常生活」為核心訓練，鼓勵學生貼近並嘗試理解不同情境下的生活經驗，培養同理心與跨文化醫療人文關懷。 By reading others’ experiences of illness and suffering and observing the everyday life of others, students are encouraged to approach and understand life experiences in different contexts to cultivate empathy and cross-cultural medical humanism. |
課程大綱 091182 |