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。
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, educational goals and content development and implementation 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 also fully demonstrate that individual learning processes, achievements are closely related to their social status in their individual or family, social networks, education systems (policies) and teaching processes. Therefore, from the perspective of social perspectives, the many educational issues that we care about not only need to explore the individual psychological aspects of the learner or the philosophical aspects of the teacher, but also must be explored from social interaction, network, organization, culture and system aspects.
Therefore, the teaching objectives of this course are placed in understanding and analyzing the unfair phenomena in education and challenging, and training courses can explore educational phenomena from the perspective of education and society interaction, and can find and find ways to solve difficulties from these analyses. The design of the course will start from how to observe the phenomenon of education from the perspective of social learning, and then explore the core concept of equality in education, and then explore the situational factors that affect equality in education, and how these factors affect the reality of equality in education. 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 this year include social levels often discussed in education society, various educational funds, and national hegemony, in addition to the discussions on theories and practices such as educational reform, 12 years of equal opportunities for national education and education. We look forward to students understanding the relationship between education and society through constant dialogues between theory and practice, and to develop a more comprehensive ability to explain and solve educational problems.
In order to give course students the opportunity to use class knowledge and gain observation and practice in the actual educational field, this course will also be arranged for two days (subject to four sessions and discuss after-study) by teachers, the teacher will lead the course students and enter different types of schools for participation and observation to improve the ability to combine theory and practice.
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. Construction 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 to the Education Social 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 report) |
30 | |
| 期初報告期初報告 Beginning report |
10 | |
| 期中參與觀察報告期中參與觀察報告 Mid-term participation and observation 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 |
