教育在現代社會的兩個主要目標：一是社會化，亦即使社會組成成員接受社會規範及價值，以適應社會生活。二是選擇，即是培養個人知能，為社會經濟發展選擇適當人才。從社會學的角度分析，教育目標的制定、實施與家庭、學校、社會、經濟、國家政策與文化傳統都有相當的關連，這些因素影響個人在社會中能夠得到何種及多少資源和機會，以及個人的價值態度和行為的養成，進而循環影響到個人的教育成就與社會地位的取得。中外許多的研究也充分顯示，個人的學習成就與其個人或家庭所處的社會地位，社會網絡、教育制度與教學過程均具有密切關係，因此從社會學的觀點來看，吾人所關心的諸多教育問題，並不能僅從個人的心理層面或理念的哲學層面，也必須從社會互動、網絡、組織、文化和制度面來探討。
因此本課程的目的放置在，訓練修課學生能夠從教育與社會互動的視野探究教育現象，並試圖從些分析當中發現教育的社會層面問題，並找尋解決困境的方法。課程的設計將從分析教育現象的基本社會理論著手，再逐次運用到不同教育現象的分析；對不同教育現象的社會學分析除了觀念的闡述與釐清外，也進一步檢閱實證的研究成果，以協助學生瞭解如何進行教育社會學的研究。本年度的課程規劃包括教育社會學經常探討的社會階層、社會資本、國家霸權等理論與實證的探討外，也將包括十二年國教與教育機會均等的議題，期待學生透過理論與實務的不斷對話，來理解教育與社會的關係，並養成更具全面解釋與解決教育問題的能力。期待學生完成本課程後將獲得下列能力：
(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教育現況反思的能力
(四) 能對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The two main goals of education in modern society: one is socialization, even if social organization members accept social regulations and values to suit social life. The second is to choose, that is, to cultivate personal knowledge and select appropriate talents for social economic development. From the perspective of social science, the formulation and implementation of educational goals are closely related to family, school, society, economy, national policies and cultural traditions. These factors affect what kind of resources and opportunities a person can obtain in society, as well as the cultivation of his or her value and behavior, and thus affects his or her educational achievements and social status. Many studies at home and abroad have also fully demonstrated that individuals’ academic achievements are closely related to their social status in person or family, social network, education system and teaching process. Therefore, from the perspective of social perspectives, the many educational issues that we care about cannot be discussed only from the psychological level of individuals or the philosophical level of their ideas, but must also be explored from social interaction, network, organization, culture and system.
Therefore, the purpose of this course is to train students to explore educational phenomena from the perspective of education and society interaction, and try to find social problems in education from these analyses, and find ways to solve difficulties. The course design will start from the basic social theory of analyzing educational phenomena, and then gradually apply the analysis of different educational phenomena; in addition to describing and clearing the concepts, social analysis of different educational phenomena will also further review the proven research results to help students understand how to conduct educational society research. This year's course planning includes theories and evidence discussions such as social level, social capital, national hegemony, etc. that are often discussed in educational society, and will also include the twelve years of equality in national teaching and educational opportunities. We look forward to students' continuous dialogues between education and society through theoretical and practical conversations, and to develop a more comprehensive ability to explain and solve educational problems. We hope that students will obtain the following abilities after completing this course:
(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 reflect on the current situation of education from the perspective of educational society
(IV) Be able to develop interest in the educational phenomena of socially weak groups and devote yourself to exploring problems
Intrinsic ability
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與課堂參與 Class Participation |
10 | |
| 期初心得報告期初心得報告 Report on the beginning experience |
10 | |
| 課堂報告課堂報告 Class Report |
40 | (含個人與團體) |
| 期末報告期末報告 Final report |
40 | (含口頭與書面) |
