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、提供適合個人學習的教材與教法，讓每一個學生都能從適性教學的規畫中進行適性學習。每個學生的學習成果，除了受到學校政策與教師的教學的影響外，家庭、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。
本課程的教學目標，放置在瞭解與分析當前的學校教育，為何無法真正的協助每一位學生完成學習的目標，學校教育在某些情境下反而成為社會再製的代理機構？要讓每位學生都能夠達到適性學習的目標，有那些隱藏在家庭、社會、政策與文化的因素，必須加以瞭解並協助學生突破這些困境，完成適性學習的目標。本課程將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、各種不同資本、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、多元文化教育等議題，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。
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 textbooks and teaching methods suitable for personal learning, so that every student can learn appropriately from the appropriate teaching rules. In addition to being influenced by school policies and teachers' teaching, the learning achievements of each student are closely related to family, 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’ learning experiences or achievements are closely related to their social status, social networks, education systems (policies) and teaching processes. Therefore, from the perspective of social perspectives, the many educational issues that we care about cannot be discussed only from the perspective of individual psychology or philosophy of philosophy, but must also be explored from social interaction, network, organization, culture and system.
The teaching objectives of this course are placed to understand and analyze current school education. Why can't we truly help every student achieve the learning goal? In some situations, school education becomes an agency for social reproduction? To enable every student to achieve the goals of adaptive learning, there are factors hidden in family, society, policies and culture that must be understood and helped students overcome these difficulties and achieve the goals of adaptive learning. This course will train students to explore educational phenomena from the perspective of education and social interaction, and try to find problems in education and social interaction from these analyses, and facilitate finding ways to solve 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 often discussed in the education society, various theoretical and practical discussions such as different funds, national hegemony, etc., and will include educational reform, equal opportunities for national education and education, supplementary teaching, and multicultural education. We hope that students will understand the relationship between education and society through constant dialogues between theory and practice, and develop a more comprehensive ability to explain and solve educational problems.
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.
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.
| 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)30%課堂出席與參與(含課堂報告)30% Class attendance and participation (including class report) 30% |
30 | |
| 期初個人心得報告10%期初個人心得報告10% 10% personal experience report at the beginning of the period |
10 | |
| 期中短篇報告20%期中短篇報告20% 20% of short and medium-term reports |
20 | |
| 期末報告(含口頭與書面)40%期末報告(含口頭與書面)40% Final report (including mouth and book) 40% |
40 |
