台日社區交流_（第一團：台日協働學習）:佐藤
本課程為了讓同學能夠從真實的活動中運用所學，與日本來的大學生組成地區探訪、專題探討的活動小組，進行異地教學活動。活動小組被要求事前學習探討主題的背景知識，同時確立寒假活動合宿的食住行等安排，並於活動尾聲進行成果發表。合宿期間，除了台日大學生們的異文化溝通交流活動外，與探訪地區居民的互動學習也是課程中重點之一。從實地探訪的小組活動中，使用自己所擁有的語言能力，互相學習思考社區的經驗、需求、問題點等，來完成方案計畫。寒假地區探訪地點為台灣、暑假地點則在日本。
近年（2019 學年度爲止）探討的主題有(1)宜蘭的雪山隧道開發對宜蘭地區的影響、(2)台南六甲地區的偏鄉英語教育問題、傳統產業發展、(3)台中地區的社會企業。赴日本學習的主題有(1)日本的長照養老、(2)跨界勞動(渡假打工、日本技能實習生)等議題。
本課程要求同學自我組織、自我學習、負責擔任小組工作職責、溝通協調、小組合作等能力，並須擁有一定的日語溝通能力。
台日社區交流_(第二團: SL@北海道):張瑜珊
本課程為台日社區交流的第二團，教育主旨放在赴日服務學習。
本課程與中山大學西灣學院「服務學習：日本國際志工服務學習」及日本名寄市立大學「地域との協働」課程合同上課。
上學期學習服務學習基本概念與方法，以及跨文化交流與理解的方式，並與兩所大學合作共同構思與執行服務方案。
授課主要內容如下：
1.服務學習基本概念與理論基礎：包括服務學習的定義、目的、類型、實踐，及所帶來的影響和好處。
2.服務學習六大步驟：調查、準備、執行、反思、成果慶賀、持續。
3.反思的意義、方法及應用。
4.台日文化差異。
5.提案與實作
寒假期間赴日進行服務學習。回國後撰寫反思及成果報告。
Taiwan-Japan community exchange_(First group: Taiwan-Japan cooperative learning): Sato
In order to enable students to apply what they have learned in real activities, this course organizes regional visits and special discussion groups with university students from Japan to conduct off-site teaching activities. The activity team was required to learn the background knowledge of the topic in advance, establish food, accommodation, transportation and other arrangements for winter vacation activities and accommodation, and publish the results at the end of the activity. During the stay together, in addition to cross-cultural communication activities between Taiwanese and Japanese college students, interactive learning with residents in the visiting area is also one of the highlights of the course. From the group activities of on-site visits, we use our own language skills to learn from each other and think about the community's experiences, needs, problems, etc., to complete the plan. The winter vacation location is Taiwan, and the summer vacation location is Japan.
The topics discussed in recent years (as of the 2019 school year) include (1) the impact of Yilan’s Snow Mountain Tunnel development on the Yilan region, (2) rural English education issues and traditional industry development in the Liujia area of Tainan, (3) social enterprises in Taichung area . The topics of study in Japan include (1) long-term care and elderly care in Japan, (2) cross-border labor (vacation work, Japanese technical interns) and other issues.
This course requires students to self-organize, self-study, be responsible for group work responsibilities, communicate and coordinate, and work in groups. They must also have certain Japanese communication skills.
Taiwan-Japan Community Exchange_(Second Group: SL@Hokkaido): Zhang Yushan
This course is the second group of Taiwan-Japan community exchanges. The educational focus is on service learning in Japan.
This course is held under contract with the "Service Learning: Japanese International Volunteer Service Learning" course at Sun Yat-sen University's Xiwan College and the "Regional Cooperation" course at Nayoro City University in Japan.
Last semester, I learned the basic concepts and methods of service learning, as well as methods of cross-cultural communication and understanding, and collaborated with two universities to jointly conceive and implement service plans.
The main contents of the lectures are as follows:
1. Basic concepts and theoretical basis of service learning: including the definition, purpose, type, practice, and the impact and benefits of service learning.
2. The six steps of service learning: investigation, preparation, execution, reflection, achievement celebration, and persistence.
3. The meaning, methods and applications of reflection.
4. Cultural differences between Taiwan and Japan.
5. Proposal and implementation
During the winter vacation, I went to Japan for service learning. After returning to China, write a reflection and results report.
台湾のさまざまなコミュニティとそこにいる人々に会うために、海外から参加する大学生たちとともに混成チームを組み、教室の外に出かける。コミュニティでの奉仕活動や様々な活動に参加し、いっしょに考え、行動して活動の成果（学んだこと）をコミュニティの関係者や他の学生たちに報告する。
尚、本課程は本大学の学生（外系を含めた1年生から4年生まで）と協定を結んだ海外の大学の学生が共同に参加する授業であり、海外の協定校の学生に対しては、協定に基づき成績表を発行する。
Taiwanese のさまざまなコミュニティとそこにいる人々に会うために、Overseas からParticipate するCollege student たちとともにmixed into チームを group み, classroom の に か け る.コミュニティでのService activitiesや様々なActivitiesにParticipationし、いっしょにtestえ、ActionsしてActivitiesのachievements（学んだこと）をコミュニティのRelated persons He's a student, I'm reporting on it.
Still, this course is for students of this university (foreign department, 1st year student, 4th year student), and agreement for students from overseas universities.は、The basis of the agreement is the result list and the performance is the same.
「わかりあえない」を越える――目の前のつながりから、共に未来をつくるコミュニケーション・NVC 単行本（ソフトカバー）
マーシャル・B・ローゼンバーグ (著), 今井麻希子 (翻訳), 鈴木重子 (翻訳), 安納献 (翻訳)
出版社 : 海士の風 (2021/12/8)
「わかりあえない」を上える──目の前のつながりから, 公に日をつくるコミュニケーション・NVC 単行本（ソフトカバー）
Macro・B・ローゼンバーグ (author), Imai Makiko (translated), Suzuki Shigeko (translated), An Naxian (translated)
Publisher : Haishi’s Wind (2021/12/8)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 事前準備與學習事前準備與學習 Prepare and study in advance |
20 | |
| 小組活動與討論小組活動與討論 Group activities and discussions |
30 | |
| 職責工作執行職責工作執行 Execution of responsibilities |
20 | |
| 期末口頭發表期末口頭發表 Final oral presentation |
15 | |
| 報告書報告書 report |
15 |
