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 of the 12-year state education focuses on the adaptive development of talents. The goal of education is to arrange an appropriate environment and provide teaching materials and teaching methods suitable for individual learning based on each student's learning characteristics, so that every student can learn appropriately through adaptive teaching planning. Each student's learning outcomes are not only affected by school policies and teachers' teachings, but also are closely related to family, 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 development of personal values, attitudes and behaviors, which in turn affects 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 networks, educational systems (policies) and teaching processes. Therefore, from a sociological point of view, many educational issues that we are concerned about cannot only be discussed from the individual psychological level or the philosophical level of ideas, but also from the aspects of social interaction, networks, organizations, culture and institutions.
The teaching goal of this course is to understand and analyze the current school education. Why can't it truly help every student achieve their learning goals? Why does school education become an agent of social reproduction in some situations? In order for every student to achieve the goal of adaptive learning, there are factors hidden in family, society, policy and culture that must be understood and help students break through these difficulties and achieve the goal of adaptive learning. This course will train students to explore educational phenomena from the perspective of interaction between education and society, and try to discover problems at the interaction level between education and society from these analyses, and help find 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 on social class, various types of capital, 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, remedial teaching, and multicultural education. 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.

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.