十二年國教的實施重點是適性揚才，教育的目標是根據每個學生的學習特質，安排適當的環境、提供適合個人的教材與教法，讓每一個學生都能從適性教學的規畫中進行適性學習。上述教育目標的制定、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。中外許多研究也充分顯示，個人的學習歷程或成就與其個人或家庭所處的社會地位，社會網絡、教育制度(政策)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。
因此本課程的教學目標，放置在瞭解與分析教育如何維繫與挑戰社會中的不公平現象，以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與社會互動層面問題，並促成找尋解決困境的方法。課程的設計將從教育社學的本質與基本理論著手，再探討教育機會均等的核心概念，接著逐一探討影響教育機會均等的情境因素，以及這些因素如何影響教育機會均等的實現。授課內容與閱讀資料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。規畫的課程主題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，將包括教改、十二年國教與教育機會均等、補救教學等議題，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) 能瞭解教育社會學的重要概念與理論，以及所關懷的教育議題；
(二) 能瞭解影響學生學習動機與教育成就的社會面向機制；
(三) 能瞭解影響教育機會均等的因素以及機制過程；
(四) 能具有對台灣社會教育機會均等的現況進行反思的能力；
(五) 能對社會弱勢群體的教育現象產生關懷興趣，並投入探究教育問題
本質與解決問題的能力。The focus of the implementation of the twelve-year state education is to cultivate talents appropriately. The goal of education is to arrange an appropriate environment and provide teaching materials and teaching methods suitable for each student according to the learning characteristics of each student, so that every student can learn from the rules of adaptive teaching. Adaptive learning through painting. The formulation and implementation of the above educational goals are closely related to family, school, society, economy, national policies and cultural traditions. These factors affect what and how many resources and opportunities an individual can obtain in society, as well as personal values, attitudes and The development of behaviors will cyclically affect the individual's educational achievements and social status. Many studies at home and abroad have also fully shown that an individual's learning process or achievements are closely related to the social status of the individual or family, social network, educational system (policy) and teaching process. Therefore, from a sociological point of view, what we are talking about is closely related. Many educational issues of concern cannot only be discussed from the psychological level of individuals or the philosophical level of ideas, but also from the aspects of social interaction, networks, organizations, culture and systems.
Therefore, the teaching goal of this course is to understand and analyze how education maintains and challenges unfair phenomena in society, so as to train students to explore educational phenomena from the perspective of interaction between education and society, and try to discover from these analyzes the relationship between education and society. problems at the social interaction level and facilitate the search for solutions to dilemmas. The design of the course will start from the essence and basic theories of educational sociology, then explore the core concept of equal educational opportunities, and then explore the situational factors that affect equal educational opportunities one by one, and how these factors affect the realization of equal educational opportunities. In addition to the elaboration and clarification of concepts, the lecture content and reading materials also further review empirical research results to help students understand how to conduct research in educational sociology. The planned course topics include theoretical and empirical discussions of social class, social capital, and national hegemony that are often discussed in educational sociology. They will also include topics such as education reform, twelve-year state education, equal educational opportunities, and remedial teaching. We expect students to learn through this through Continuous dialogue between theory and practice to understand the relationship between education and society and develop the ability to more comprehensively explain and solve educational problems. It is expected that students will acquire the following abilities after completing this course:
(1) Be able to understand the important concepts and theories of educational sociology, as well as the educational issues of concern;
(2) Be able to understand the social-oriented mechanisms that affect students’ learning motivation and educational achievements;
(3) Be able to understand the factors and mechanisms that affect equal educational opportunities;
(4) Have the ability to reflect on the current situation of equal educational opportunities in Taiwanese society;
(5) Be able to show concern and interest in the educational phenomena of disadvantaged groups in society and devote themselves to exploring educational issues
Essence and problem-solving abilities.
Arum, Richard and Irenee R. Beattie, eds. 2000. The Structure of Schooling: Readings in the Sociology of Education. Boston: McGraw-Hill.
Phillipson, Sivanes, Kelly Ku, and Shane Phillipson, eds. 2013. Constructing Educational Achievement: A Sociocultural Perspective. New York:
Routledge.
Freire, Paulo. 方永泉譯，2003，《受壓迫者教育學》。台北：巨流。
Sandel, Michael J. 樂為良譯，2011，《正義－一場思辯之旅》。台北：雅言。
周祝瑛，2003，《誰捉弄了台灣教改》。台北：心理出版社。
姜添輝，2006 ，《資本社會中的社會流動與學校體系》。台北：高等教育。
教改論壇，2012，《你該知道的十二年國教》。台北：商周。
其他單篇閱讀資料上傳在教學平台，隨堂補充資料上傳教育社會學研究FB
供同學下載閱讀
Arum, Richard and Irenee R. Beattie, eds. 2000. The Structure of Schooling: Readings in the Sociology of Education. Boston: McGraw-Hill.
Phillipson, Sivanes, Kelly Ku, and Shane Phillipson, eds. 2013. Constructing Educational Achievement: A Sociocultural Perspective. New York:
Routledge.
Freire, Paulo. Translated by Fang Yongquan, 2003, "Pedagogy of the Oppressed". Taipei: Juliu.
Sandel, Michael J. Translated by Le Weiliang, 2011, "Justice-A Journey of Speculation". Taipei: Yayan.
Zhou Zhuying, 2003, "Who Tricked Taiwan's Educational Reform". Taipei: Psychology Press.
Jiang Tianhui, 2006, "Social Mobility and School System in Capital Society". Taipei: Higher Education.
Education Reform Forum, 2012, "What You Should Know About the Twelve Years of State Religion". Taipei: Shang and Zhou.
Other single reading materials are uploaded to the teaching platform, and supplementary materials accompanying the class are uploaded to Educational Sociology Research FB
For students to download and read
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂出席與參與(含課堂報告)課堂出席與參與(含課堂報告) Class attendance and participation (including class reports) |
30 | |
| 期初個人心得報告期初個人心得報告 Personal experience report at the beginning of the period |
10 | |
| 期中短篇報告期中短篇報告 Midterm short report |
20 | |
| 期末報告(含口頭與書面)期末報告(含口頭與書面) Final report (both oral and written) |
40 |
