本課程的教學目標放置在培育教育研究所第一年的研究生，在修習本課程後具備從社會的互動與社會組織面相瞭解教育的本質，以及能夠運用批判思考的方式對當前教育現象進行反思的素養與能力。
從社會學的視野探索，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。因此本課程的主要教學內容，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。期待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，詳細時間與地點開學後討論)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 teaching objectives of this course are placed in the first year of the postgraduate student in the Institute of Education. After taking this course, you will have the cultivation and ability to reflect on the current educational phenomena from social interaction and social organizational perspectives, as well as the ability to use critical thinking to reflect on the current educational phenomena.
From the perspective of social studies, 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. Therefore, the main teaching content of this course is placed in understanding and analyzing the unfair phenomena in education, and challenging the situations of education, and trainees can explore the situations of education from the perspective of interaction between education and society, 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. We look forward to understanding the relationship between education and society through constant dialogue between theory and practice, and to develop a more comprehensive ability to 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 (four sessions, detailed discussions on time and location) by teachers, and will go to 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。
Willis, Paul. (1977). Learning to Labour. Farnborough: Saxon House.
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。
張慧慈，2017，《咬一口馬克思的水煎包：我這樣轉大人》。台北：大塊文化。
其他單篇閱讀資料上傳在教學平台供同學下載閱讀
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.
Willis, Paul. (1977). Learning to Labour. Farnborough: Saxon House.
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.
Zhang Huici, 2017, "Bit a bite of Marx's Fried Bun: I'm the Same Master". Taipei: Big Block Culture.
Other single reading materials are uploaded on the teaching platform for students to download and read
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與(含課堂與經典閱讀報告)課堂參與(含課堂與經典閱讀報告) Class Participation (including class and classical reading reports) |
30 | |
| 期初心得報告期初心得報告 Report on the beginning experience |
10 | |
| 期中參與觀察心得報告期中參與觀察心得報告 Mid-term participation and observation experience 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 |
