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 implementation focus of the twelve-year national education is adaptive talents. The goal of education is to arrange appropriate environments based on the learning characteristics of each student, provide personal teaching materials and teaching methods, so that every student can teach from the appropriate teaching rules. Perform adaptive learning in painting. The formulation and implementation of the above educational goals are closely related to the 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 his or her value and attitude towards the individual. The cultivation of behaviors continues to affect personal educational achievements and social status. Many studies at home and abroad have also fully demonstrated that individuals’ learning experiences or achievements are closely related to their social status, social network, education system (policy) and teaching process. Therefore, from the perspective of social learning, we are The many educational issues that are concerned cannot be discussed from the perspective of individual psychological or philosophical aspects of ideas, but must also be explored from social interaction, network, organization, culture and system.
Therefore, the teaching objectives of this course are placed in understanding and analyzing how education can help to develop and challenge unfair phenomena in society, so as to train students to explore educational phenomena from the perspective of education and society interaction, and try to find education and education from these analyses Social interactions pose problems and facilitate finding solutions to difficulties. The design of the course will start from the nature and basic theory of educational sociology, and then explore the core concept of equality in education opportunities, and then explore the situational factors that affect equality in education opportunities, and how these factors affect the reality of equality in education opportunities. In addition to describing and clarifying the concepts, the teaching content and reading materials also further review the proven research results to help students understand how to conduct research on educational society. The course themes of the programme include social levels, social capital, national hegemony and other theories and practical discussions often discussed in educational society, including educational reform, twelve-year equality of national teaching and education opportunities, and rescuing teaching. We look forward to students passing through it. Continuous dialogue between theory and practice can understand the relationship between education and society, and 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 theoretical discussions of educational society, as well as the educational issues that are concerned;
(II) Be able to understand the social-oriented mechanism that affects students' learning and educational achievements;
(III) Be able to understand the factors that affect equality of educational opportunities and the mechanism process;
(IV) Be able to reflect on the current situation of equal social education opportunities in Taiwan;
(V) Be able to develop interest in the educational phenomena of socially disadvantaged groups and devote yourself to exploring educational problems
Intrinsics and problem-solving ability.
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. Fang Yongquan, 2003, Education for the Forced. Taipei: The giant stream.
Sandel, Michael J. Le For the Good Luck, 2011, "Justice - A Journey of Thoughts". Taipei: Yayan.
Zhou Zhuying, 2003, "Who teased Taiwan's Education Reform". Taipei: Psychological Publishing House.
Jiang Tianxiu, 2006, "Social Mobility and School System in Capital Society". Taipei: Higher Education.
Educational Reform Forum, 2012, "The Twelve Years of National Education You Should Know". Taipei: Shang and Zhou dynasties.
Other single reading materials are uploaded on the teaching platform, and the supplementary information is uploaded on the Education Social Research FB
For students to download
| 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 report) |
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 Medium-term short-term report |
20 | |
| 期末報告(含口頭與書面)期末報告(含口頭與書面) Final report (including mouth and book) |
40 |
