本課程係以整合社會學的觀點，來探討教育相關議題為導向的課程。課程設計的架構係運用社會學概念為基礎，探討社會情境與教學、教育制度、組織、政策與教育過程的相互影響。因此，課程內容除介紹基本的教育社會學概念與理論，以及在教育諸議題分析上的應用外，並協助學生能運用教育社會學的架構與知識，探討、分析當前台灣社會與教育互動關係的議題，以構思解決問題的可能途徑，培養學生觀察、分析教育議題，預備將來從事實際教育工作時的反思與洞識能力，促進教育內容、方式與教育政策制定的合理性，落實對弱勢學生的關懷，與有效的落實並提升教育的品質。本課程上課包括課堂講授、課堂報告和討論、影片觀賞討論等方式進行，並配合實地觀察見習規劃5小時之入班(校)觀察見習。實地觀察見習以分組方式進行，並於期末以實地觀察見習資料之整理，作為期末口頭與書面(方式另行規定)報告的內容。
學生修習本課程後將會獲得以下能力：
(一) 能了解教育社會學的重要概念與理論
(二) 能了解教育社會學關懷的基本議題與觀點取向
(三) 能具有從教育社會學的視野，對當前教育現況進行反思的能力
(四) 能對教育機會均等、關懷社會弱勢群體的教育現象產生關懷興趣，
並投入探究問題本質的能力
(五) 能具有實地見習與參與觀察資料蒐集、分析的能力This course integrates social learning perspectives to explore courses directed by education-oriented topics. The structure of course design uses the concept of social learning as a basis to explore the mutual influence of social situations and teaching, education systems, organizations, policies and educational processes. Therefore, in addition to introducing basic educational social concepts and theoretical discussions and application in educational discussion questions analysis, the course content also helps students to use the educational society structure and knowledge, explore and analyze the current issues of Taiwan society and education interactions, and solve problems through conceptual solutions The possible ways to cultivate students' observation and analysis of educational issues, prepare students to reflect and understand their abilities during actual education work, promote the rationality of educational content, methods and educational policies, implement concerns for weak students, and effectively implement them and improve the quality of education. This course includes class lectures, class reports and discussions, video viewing discussions, and 5 hours of in-class (school) inspections in cooperation with the local observation planning. The actual observation is conducted in a divided manner, and the actual observation data is sorted out at the end of the period, as the content of the report at the end of the period and the written report (the method shall be specified separately).
After students take this course, they will gain the following abilities:
(I) Be able to understand the important concepts and theory of educational society
(II) Be able to understand the basic topics and viewpoint orientations of educational and social concerns
(III) Be able to have the vision of learning from the educational society and reflect on the current educational current situation
(IV) Be able to develop interest in the educational phenomena of equal educational opportunities and concerning socially vulnerable groups.
And the ability to explore the essence of the problem
(V) Ability to have the ability to collect and analyze data in a practical way
教科書
周新富，2013，教育社會學。台北：五南出版社。(必購)
參考書
王瑞賢等譯，Rob Moore著，2008，教育社會學(Education and
Society)。 台北：學富文化。
方永泉譯，Psulo Freire著，2003，受壓迫者教育學。巨流。
方永泉等譯，Psulo Freire著，2011，希望教育學。巨流。
李家同，2004，讓高牆倒下吧！台北：聯經出版社。
周瑛祝，2003，誰捉弄了台灣教改？台北：心理出版社。
林郡雯譯，Kathleen deMarrais等著，2007，教育的社會學分析(The
Way School Work: A Sociological Analysis of Education)。台北：學富文化。
黃政傑編，2012，十二年國教改革、問題與期許。台北：五南出版社。
黃政傑編，2012，十二年國教課程教學改革理念與方向的期許。台北：
五南出版社。
黃德祥等譯，Jeanne H. Ballantine著，2012，教育社會學(The
Sociology of Education: A Systematic Analysis)。台北：心理出版社。
薛承泰，2003，十年教改為誰築夢？台北：心理出版社。
張建成，2002，批判教育社會學研究。台北：學富文化事業公司。
陳奎熹，2004，教育社會學導論。台北：師大書苑。
嚴長壽，2011，教育應該不一樣。台北：天下出版社。
蕭富元等，2008，芬蘭教育世界第一的秘密。台北：天下雜誌。
Ballantine, Jeanne H. 2010. The Sociology of Education: A
Systematic Analysis.Englewood Cliffs, NJ: Prentice Hall.
Willis, Paul. 1977. Learning to Labor. New York, NY: Columbia
University Press.
另有閱讀資料，教師公佈在教學平台供學生上網閱讀。
Textbook
Zhou Xinfu, 2013, Educational and Social Sciences. Taipei: Wunan Publishing House. (Must purchase)
Reference book
Translated by Wang Ruiqin et al., by Rob Moore, 2008, Education and
Society). Taipei: Learn to be rich in culture.
Translated by Fang Yongquan, by Psulo Freire, 2003, Education for the Pressure. Huge flow.
Translated by Fang Yongquan et al., by Psulo Freire, 2011, Hope Education. Huge flow.
Li Jiatong, 2004, let the high wall fall down! Taipei: Joint Press.
Zhou Yingzhu, 2003, who teased Taiwan’s educational reform? Taipei: Psychological Publishing House.
Lin Junwen Lu, Kathleen de Marrais et al., 2007, Social Analysis of Education (The
Way School Work: A Social Analysis of Education). Taipei: Learn to be rich in culture.
Huang Zhengjie, 2012, Twelve-year National Education Reform, Questions and Prospects. Taipei: Wunan Publishing House.
Huang Zhengjie, 2012, the 12th National Teaching Course Teaching Reform Concept and Direction. Taipei:
Wunan Publishing House.
Translated by Huang Dexiang et al., by Jeanne H. Ballantine, 2012, Educational Society (The
Sociology of Education: A Systematic Analysis). Taipei: Psychological Publishing House.
Xue Chengtai, 2003, Who dreamed about the ten-year education reform? Taipei: Psychological Publishing House.
Zhang Jiancheng, 2002, Critical Education Social Research. Taipei: Learning the Cultural Affairs Company.
Chen Kuixi, 2004, Educational Society Introduction. Taipei: Teacher's Book Garden.
Seriously, 2011, education should be different. Taipei: Tianxia Publishing House.
Fuyuan et al., 2008, Finland Education's No. 1 Secret. Taipei: The World Magazine.
Ballantine, Jeanne H. 2010. The Sociology of Education: A
Systematic Analysis.Englewood Cliffs, NJ: Prentice Hall.
Willis, Paul. 1977. Learning to Labor. New York, NY: Columbia
University Press.
There are also reading materials, and the teacher publishes them on the teaching platform for students to read online.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中(take home)考試，。期中(take home)考試，。 Midterm (take home) exam. |
25 | |
| 期末考試(take home)期末考試(take home) Final exam (take home) |
25 | |
| 期末報告佔(含口頭報告)30%期末報告佔(含口頭報告)30% Final report accounts for 30% (including head report) |
30 | |
| 出席與參與討論及影片觀賞心得報告佔10%出席與參與討論及影片觀賞心得報告佔10% Attendance and discussion and video viewing report accounted for 10% |
20 | |
| 5小時入班見習5小時入班見習 Enter the class in 5 hours |
100 | 完成者核予5小時見習時數 |
