1980年末台灣民主化跨出第一步，1994年台灣社會展開新一波的教育改革，並以教育鬆綁、帶好每位學生、暢通升學管道、提升教育品質、建立終身學習社會為教育發展的方向。教育當局開始推動廣設高中大學的政策，為了實現教育機會均等的政策與理想，在2000年前後開始推動12年國教政策，並在12年國教上路後進一步規劃107(108)課綱的改革，期待不僅在國民教育制度上，更要在課程與教學上推動適性學習，以符應社會對教育改革的期待。
在正規教育體制改革的過程，伴隨著「家長教育權」觀念的普及，各種「實驗」類型的教育組織與學校也慢慢從國外引進到國內，並獲得社會不同需求家長的認同。2014年總統公布實驗教育三法，實驗教育不再是私人辦學的專利，也陸續有公立學校以轉型或公辦民營的方式投入實驗教育的推動。
整體來說，實驗教育在台灣實施的時間尚短，在體制上也尚未完備，各種的實驗教育(學校)或模式也非常多元。但在自由民主的多元社會中，家長教育選擇權將會被更加重視，家長將會根據自己的生命、教育理念，以及所擁有的資源，讓自己的下一代接受不同於體制內教育的培育，實驗教育對台灣整體教育的影響也必然日益增加。
為培育本所研究生在多元社會中了解不同類型的教育模式，協助修課學生從觀察不同教育模式的優勢，以利整合自我的潛能提升自我的教學能力，不僅可以更有效的進行適性教學，並能有效的結合生命教育理念規劃不同群體的教學活動課程。本年度的移地研究規劃為不同類型實驗學校的實地參訪，計規劃四所不同類型的實驗學校，包括：道禾實驗學校、伊甸家園、均一實驗高級中學以及原住民和平實驗國民中學。本課程將透過行前的實驗教育文獻閱讀與討論，個別參訪實驗學校的相關文獻與網絡資料搜尋，進行參訪前的預備知識建構；並在參訪學校聽取相關人員的解說、導覽與對話來體驗實驗教育的內涵與活力；最後在結束參訪後由授課教師帶領，回到課堂進行反思討論，以利對當前台灣的實驗教育進行深度的瞭解。
At the end of 1980, Taiwan's democratization took the first step. In 1994, Taiwan's society launched a new wave of education reforms, and the direction of education development is to relax education, bring every student well, improve education channels, improve educational quality, and establish a permanent learning society. The Education Bureau has begun to promote the policy of establishing high schools and colleges in a broad range of policies and ideals with equal education opportunities. It began to promote the 12-year national education policy around 2000, and further planned the reform of the 107(108) course after the 12-year national education was on the road. It is expected that not only the national education system, but also the course and teaching should promote suitable learning to meet society's expectations for educational reform.
In the process of reforming the regular education system, with the popularization of the concept of "parent education rights", various "experimental" types of educational organizations and schools have gradually been introduced from abroad and have gained the recognition of parents with different social needs. In 2014, the General Secretary announced the three methods of experiment education. Experimental education is no longer a private schooling patent, and there are also public schools that have continued to invest in the promotion of experiment education through transformation or public private business.
Overall, the time for experiment education to be implemented in Taiwan is still short, and the system has not yet been completed, and various experiment education (schools) or models are also very diverse. However, in a liberal and democratic diversified society, the right to choose parents' education will be more valued, and parents will be able to receive education different from that of the system based on their lives, educational philosophy, and the resources they have, so that their next generation will be cultivated differently from that of the system. The impact of experimental education on Taiwan's overall education will inevitably increase day by day.
In order to cultivate graduate students in our institute to understand different types of educational models in a diverse society, we assist students in the course to observe the advantages of different educational models, so as to integrate their potential to improve their teaching ability. They can not only conduct suitable teaching more effectively, but also effectively plan teaching activities courses for different groups in combination with the concept of life education. This year's land transfer research plan is for site visits of different types of experiment schools, planning four different types of experiment schools, including: Daohe Experimental School, Eden Home, Uniform Experimental Advanced Secondary School, and Indigenous and Peaceful Experimental National High School. This course will use pre-trial experience education literature reading and discussion, search for relevant documents and network data of the experience school, and conduct pre-trial knowledge construction; and listen to relevant personnel at the visiting school Explain, guide and dialogue to experience the connotation and vitality of experimental education; finally, after the interview, the teacher will lead him and return to the classroom for reflection and discussion, so as to provide an in-depth understanding of the experimental education in Taiwan now.
李家同，2004，讓高牆倒下吧！台北：聯經出版社。
嚴長壽，2011，教育應該不一樣。台北：天下出版社。
Dewey, John, 呂金一、吳毓瑩譯、2018，《明日學校》。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
Li Jiatong, 2004, let the high wall fall down! Taipei: Joint Press.
Seriously, 2011, education should be different. Taipei: Tianxia Publishing House.
Dewey, John, Jinyi, Wu Yu-Ying, 2018, "School of Tomorrow". Shang and Zhou dynasties.
Other single reading materials are uploaded on the teaching platform, and the supplementary information is uploaded on 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 |
|---|---|---|
| 全程參與課程實施 全程參與課程實施 Full-time course implementation |
30 | 參訪前後之研討與作業 |
| 熱忱參與分工熱忱參與分工 Passionately participate in division of labor |
15 | |
| 參與討論參與討論 Participate in discussion |
20 | |
| 口頭/書面報告(含移地研究成果手冊)口頭/書面報告(含移地研究成果手冊) Oral/book report (including manual of moving research results) |
35 |
