社會階層化與社會流動的研究，長久以來一直都是社會學的研究重心之一。我們比較熟知的，恐怕也只是新聞報導常說的貧富差距或公平、正義原則等面向，
對於其他社會面向（不論是機制或結構）的時常有意無意的被忽略或淡化，這些面向包括：家庭背景、教育、勞動市場、性別、職業、收入、種族、宗教、居住
地區、財富、休閒型態等等，不勝枚舉。
在課程開始前面幾週，會先跟各位同學介紹社會階層的一些階層化理論概念與流動面向。先有一個概念：階層化是一個創造、維持、改變既有社會結構的過程，因此它是動態的、易變的，就像水流一樣會隨著渠道的方向（社會外部環境）而改變。在後續的課程中，將針對家庭背景、教育、勞動市場與性別、職業與收入，以及健康等五個面向更近一步的探討。
透過這門課程，希望各位同學能夠更加了解社會不同面向的差異、不均、不公平乃至於階層化的情況。在面對這些情況，我們可以理解背後更深層因素的影響與機制，同時配合同學們的實地觀察與研究報告，藉此期待同學們能在這堂課之間激盪更多不同、多樣的想法。The study of social-level and social mobility has been one of the focus of social research for a long time. What we are more familiar with is probably just the common aspects of the news report, such as the gap between wealth or fairness and justification.
For other social orientations (regardless of mechanisms or structures), they are often intentionally ignored or downplayed, including: family background, education, market, gender, occupation, income, ethnicity, religion, residence
Regions, wealth, leisure and other aspects are not enough.
In the first few weeks of the course, I will first introduce some social-level chemical theory concepts and flow directions to you. First there is a concept: leveling is a process of creating, maintaining, and changing existing social structures, so it is dynamic and changeable, just like water flow, it changes according to the direction of the channel (the external environment of society). In the subsequent course, we will explore five more nearer steps, including family background, education, health market and gender, career and income, and health.
Through this course, I hope that all students can better understand the differences, inequality, unfairness and even level-level situations of different social orientations. In the face of these situations, we can understand the impact and mechanisms of deeper factors, and at the same time, we cooperate with the actual observation and research reports of the students, so as to hope that students can inspire more different and diverse ideas in this class.
許嘉猷，1992，《社會階層化與社會流動》，台北：三民。
謝雨生、傅仰止，2012，《台灣的社會變遷 1985~2005：社會階層與勞動市場》，中央研究院社會所。
王宏仁、李廣均，2008，《跨戒：流動與堅持的台灣社會》，群學。
Xu Jiayou, 1992, "Social Levelization and Social Movement", Taipei: Three People.
Xie Yusheng and Fu Yangzhi, 2012, "Social Changes in Taiwan 1985~2005: Social Level and Health Market", Institute of Social Sciences, Central Academy of Sciences.
Wang Hongren and Li Guangjun, 2008, "Cross-Rebellion: Taiwan Society of Mobility and Perseverance", Group Studies.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席出席 Attend |
10 | 課程將不定時、隨機點名，點名未到以曠課視之。 |
| 閱讀心得閱讀心得 Read experience |
50 | 同學每週皆需挑選一篇論文進行閱讀筆記，整學期須繳交5篇閱讀心得。 |
| 期中報告期中報告 Midterm Report |
15 | 同學需於期中考周以期末報告預期的內容為題材，繳交 1 ～2 頁的報告構想，以作為期末報告的架構內容。 |
| 期末報告期末報告 Final report |
25 | 以期中報告為基底的學期報告，約 5000 字左右。 |
