本來後記應該都是快快樂樂地寫些難忘的事情，但本書出版過程卻遇上COVID-19的大疫之年，許多事情因此得作調整。疫情對田野教學與研究的影響是什麼？本次後記對談將從田野課程因為疫情不得不調整的經驗談起，思索線上線下交織混成的碎型田野，最後討論疫情或線上對書中內容的挑戰或助益為何？好比說，打開感官可能因為不在現場而受限，但發展問題可能因為協作工具而助益喔，當然倫理問題也會是新時代的挑戰，那我們該怎麼辦？ [參考資料] 【田野工作坊（二）】累積田野經驗值，解鎖新技能

老是聽老師談田野研究的甘苦，多無趣啊？來聽聽我們地理角的小心肝們怎麼說！

作為年輕女性學者，被認為不夠專業的時候要如何處理？女生比較容易遇到身體界線或人身安全的問題吧？！有些題目，男生（或女生）不好做吧？如果想要訪問的人都色色的怎麼辦？！

田野、民族誌、深度採訪、口述歷史、心理輔導，甚至商業領域的設計思考（design thinking）的差別？要如何讓田野的結果發揮影響力？

田野是有侷限性的嗎？如果田野做久了，是不是會出現其他偏執，而反而被田野限制住？在田野調查過程中，是否會對受訪者或觀察對象產生負面情緒、想法？如何調適以繼續進行？如果受訪對象的立場非常強烈，但和自己過去的認知、價值觀相差很大，如何去調適自己，以及如何和他對話與互動？

做田野時，從觀察與訪談等方式試著提問（questions），如何轉化成或確立該地區的問題（problems）或是議題（issues）？這種田野研究、人類學等方式算是一種科學方法嗎？或是該跟科學如何對話？

疫情期間，不能見面、到現場，也可以做田野？在觀察時，細微度與廣度如果有衝突的時候，應該以何者為優先？如何將凌亂的觀察筆記轉換成吸引人的敘述？完成田調筆記後，若受訪者有不認同的點，想要更改時該如何確保紀錄不會偏向「理想中的他」？

田野研究疑難雜症多，就讓老師們來分享自己的經驗吧。今天要回答的是很多同學所關心的「語言問題」。有不少同學在課堂上都會問，若田野對象、場域運用的語言是自己不熟悉（像是台語、腔很重，我聽不太懂）或根本不知道的語言，在研究上會有什麼需要特別留意或建議的嗎？

其實從新冠肺炎疫情開始擴散，黃舒楣（台大城鄉所）、陳懷萱（台大創新設計學院）、黃書緯（台大創新設計學院）三位負責這次田野工作坊教學工作的老師就一直在討論要如何因應，群組裡頭每天都會丟出來新的教學工具、線上經驗，很是焦慮。但總是拿朵玫瑰花撕著花瓣問：「它轉線上、它不轉線上、它轉線上、它不轉線上」也不是辦法，終於，就在兒童節那天，三位老師心一橫，決定把這門過去四年一直以現場實作著稱的課程轉成線上教學。這不是一件容易的事。從工具選擇、流程調整、助教訓練，甚至作業設計都得推倒重來。但這就是田野工作坊啊，每一學期都因著成員更新、因著討論議題、因著社會趨勢而有不同的運作方式。在這集節目中，三位老師首先分享了疫情給了田野研究什麼樣的挑戰與機會？接著，他們會分別他們如何重新設計打開感官、觀察紀錄、如何提問、…

「田野工作坊」是一門從2015年春天開始的密集課程。每一學期，集合來自不同科系的老師，貢獻自己在田野研究上的經驗，藉著「打開感官」、「觀察紀錄」、「如何提問」、「訪談互動」與「田野倫理」五個面向的田野基本技能，增進學生對田野工作的理解與技能。為了慶祝（？）課程上線，我們邀請了當年一肩扛下課程設計，現在又為了工作手冊編輯燒腦的台大地理系洪伯邑老師跟大家分享課程的緣起與演變，以及課程設計上幾個重要的環節與原因。洪老師全場不用腳本，一氣呵成，真是老當益壯，讓人不禁敲鑼打鼓地希望老師重執教鞭，再戰田野啊！ [參考資料] 走進田野，一段意外的旅途 https://ntuplus.ntu.edu.tw/?p=334 田野裡的真實人生 https://ntuplus.ntu.edu.tw/?p=360 4…

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Mount Saint Mary’s University- CRI 110 Fieldwork Assignment

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