各派學者對教育社會學內容的定位相當不同，較全盤地觀照，內容至少應包括下列幾項主題：（一）何謂「教育社會學」？並包含其意義、研究主題與學科的發展歷史；（二）教育社會學理論，納入各重要的學派、代表人物的學說與貢獻的介紹；（三）教育與社會的關係，如教育階層化、教育與經濟、教育與政治，也該分析教育機會均等的問題；（四）教育場域中的社會學分析，包括教師與學生的角色、學校組織、班級結構與設計、課程與教學活動等；（五）其他專題論述，如教育與權力、國家與教育、市場與教育、教育的全球化與在地化等。大致上，前四項是早期相關著作的基本架構與主軸；而第五項內容之著作或研究，則以新一代教育社會學研究者為主。本學期的課程將以涵蓋上述主題為目標，儘可能詳實的介紹教育社會學的意涵、理論、研究方法、與現有的研究成果。尤其，對各項理論與台灣之實證研究結果，其間或衝突或一致的現象，將深入討論。此外，教育「社會學」最寶貴的觀點，即在於有系統地深入探討教育現象與教育體系背後的社會結構力量，也方能引導我們從一個較寬廣的角度，對諸多教育相關問題進行思考。The positioning of educational society contents is quite different among students. If you look at them in a full-page manner, the content should at least include the following topics: (1) What is "educational society"? It also includes its meaning, research topic and development history of subjects; (2) Educational social theory, including the introduction of academic speech and contributions of various important schools and representative figures; (3) Education and society relations, such as education levelization, education and economy, education and politics, should also analyze educational opportunities (V) Social analysis in the educational field, including the role of teachers and students, school organization, class structure and design, courses and teaching activities, etc.; (V) Other topics, such as education and power, country and education, market and education, and globalization and localization of education, etc. Generally speaking, the first four items are the basic structure and main axis of early related works; while the works or research on the fifth content are mainly composed of a new generation of educational society researchers. The courses during this period will aim to cover the above topics and introduce the implications, theory, research methods, and existing research results of educational society in detail. In particular, the results of various theoretical discussions and Taiwan's actual research results will be discussed in depth. In addition, the most precious view of "social learning" in education is to systematically explore the social structural forces behind the educational phenomena and education system, which can also guide us to think about many education-related issues from a broader perspective.
1. 譚光鼎，2010，教育社會學。台北：學富文化。
2. 另將指定參考中英文期刊論文多篇。
1. Yu Guangding, 2010, Educational and Social Science. Taipei: Learn to be rich in culture.
2. Also designate multiple articles in Chinese and English journals to refer to.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 分組報告分組報告 Sub-group report |
30 | :剪報、教育時事討論、課堂指定閱讀報告 |
| 期中考試期中考試 Midterm exam |
35 | |
| 期末考試期末考試 Final exam |
35 |
