本研究旨在探討「社會學」與「社會調查法」兩門課程如何解決大一新生在學習過程中面臨的「知識與生活斷裂」與「學習動機低落」等問題，並提升學習成效。研究採用的教學策略強調擴展學生的社會學想像力，結合東臺灣地方特色，並運用「故事地圖」的空間分析技術，促使學生與在地議題連結，進行社會參與式學習。採取「行動研究」方法，透過及時辨識問題並調整教學策略，檢視其對學生學習成效的影響。研究結果顯示，第1學期學生的學習成效主要體現在「知識傳遞」和「啟發」兩方面，特別是在社會學概念理解與批判性思維的培養上有所突破。進入第2學期後，學生展現出更積極的探索與規劃能力，將所學知識應用於實際社會問題分析，並進行自我反思與行動計劃，顯示學生由被動接受知識轉向積極參與社會實踐。此外，課程設計不僅促進學生學習社會學理論與調查方法，亦加深他們對東臺灣地方的理解和情感認同。經由實地社會參與和討論，學生與地方建立情感連結，並提升對社會問題的責任感與行動力。此研究成果證實理論與實踐結合對學生學習成效的深遠影響，並展示課程設計在促進學生學術知識與地方認同方面的雙重效益。

This study implemented a “Sociology” course and a “Social Survey Methodology” course to address several problems faced by first-year students, such as the gap existing between their academic knowledge and lived experiences and low learning motivation. The courses were designed to improve student engagement and academic performance. In the courses, the teaching strategy involved expanding students’ sociological imagination, integrating local characteristics of eastern Taiwan into instruction, and using story maps to conduct spatial analysis, which connected students with local concerns through participatory learning. This study employed an action research methodology to identify problems in real-time, adjust teaching strategies, and assess the strategies’ effects on student learning outcomes. The results revealed that in the first semester, the students primarily improved in terms of knowledge transmission and inspiration, with the students developing an understanding of sociological concepts and developing critical thinking skills. In the second semester, the students engaged in more proactive exploration and developed strategic planning skills, applying their knowledge to analyze real-world social concerns and engaging in self-reflection and action planning. This indicates that the students underwent a transition from passive knowledge recipients to active participants in social practice. The results also indicated that the course design not only enhanced the students’ understanding of sociological theory and survey methods but also strengthened their place attachment to eastern Taiwan. By learning through community engagement and critical discussions, the students could cultivate a deeper sense of belonging to and having responsibility toward local communities and social concerns, respectively. The findings of this study highlight the effects of integrating theory with practice on student learning outcomes and demonstrate the dual benefits of fostering both academic knowledge and local identity.