6558 - 教育社會學專題研究 英授 Taught in English
Educational Sociology Special Study
教育目標 Course Target
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,教育目標以及內容的制定、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,個人的學習過程、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,不僅需探討學習者個人的心理層面或教學者的哲學層面,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,放置在瞭解與分析維繫與挑戰教育中的不公平現象,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,並可以從這些分析當中發現與找尋解決困境的方法。課程的設計將從如何從社會學的視野觀察教育現象著手,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。本年度的規畫的課程主題包括教育社會學經常探討的社會階層、各種教育資本、以及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。
為了讓修課學生有機會運用課堂知識,在實際的教育場域中獲得觀察與實證的機會,本課程亦將安排兩天(計四次上課,時間在開學後討論)由教師帶領修課學生,進入不同類型學校進行參與觀察,以提升理論與實務結合的能力。
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
(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
本質的能力
Education has two main goals in modern society: First, socialization, which means that members of society accept social norms and values to adapt to social life. The second is selection, which is to cultivate personal knowledge and select appropriate talents for social and economic development. From a sociological perspective, the formulation and implementation of educational goals and content 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 the cultivation of personal values, attitudes and behaviors, which in turn 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 and achievements are closely related to the social status of the person or family, social network, educational system (policy) and teaching process. Therefore, from a sociological point of view, many educational issues that we are concerned about not only need to explore the individual psychological level of the learner or the philosophical level of the teacher, but also must be discussed from the aspects of social interaction, network, organization, culture and system.
Therefore, the teaching goal of this course is to understand and analyze the unfair phenomena that maintain and challenge education, and to train students to explore educational phenomena from the perspective of interaction between education and society, and to discover and find solutions to dilemmas from these analyses. The design of the course will start from how to observe educational phenomena from a sociological perspective, then explore the core concept of equal educational opportunities, and then explore the situational factors that affect educational equality 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 for this year include theoretical and empirical discussions on social class, various educational capitals, and national hegemony that are often discussed in educational sociology. They will also include issues such as education reform, twelve-year state education, and equal educational opportunities. Students are expected to understand the relationship between education and society through continuous dialogue between theory and practice, and develop the ability to more comprehensively explain and solve educational problems.
In order to give students the opportunity to apply classroom knowledge and obtain observation and empirical evidence in actual educational fields, this course will also arrange two days (four classes, the time will be discussed after the start of the semester). Teachers will lead students to enter different types of schools for participant observation to enhance their ability to combine theory and practice.
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
(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
essential ability
參考書目 Reference Books
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。
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.
評分方式 Grading
評分項目 Grading Method |
配分比例 Percentage |
說明 Description |
---|---|---|
課堂參與(含課堂報告) Class participation (including class reports) |
30 | |
期初個人心得報告 Personal experience report at the beginning of the period |
10 | |
期中心得報告 含take home The report from the center includes take home |
20 | |
期末報告(含口頭與書面) Final report (both oral and written) |
40 |
授課大綱 Course Plan
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相似課程 Related Courses
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課程資訊 Course Information
基本資料 Basic Information
- 課程代碼 Course Code: 6558
- 學分 Credit: 3-0
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上課時間 Course Time:Wednesday/8,9,10
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授課教師 Teacher:趙星光
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修課班級 Class:教育碩1,2
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選課備註 Memo:3選1教育基礎課程之一,A研討室上課
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