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，除了受到學校辦學理念及教師的教學的影響外，家庭、社會、科技發展、經濟、國家政策與文化傳統都有相當的關連，這些因素影響學生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，特別是近年來的AI風潮更對教師的教學與學生學習會有重大的影響。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、文化和科技發展面來探討。

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？作為一位教育現場的教師，期待讓每位學生都能夠達到適性學習的目標，必須瞭解有那些是隱藏在家庭、社會、政策與文化的因素，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學生的適性學習，並協助教師可以有效地進行適性教學。

本課程係教育研究所在職專班之專業課程，特別注重理論與實務的連結。因此，授課內容的規劃分為兩個階段來進行，上半學期聚焦於理論與實證研究的研讀、理解與對話，下半學期則由同學自上半學期的學習中，選定並結合教學現場所觀察或經歷的議題，進行資料蒐集與觀察，並自行蒐集相關研究資料分享閱讀，並帶領全班共同參與討論，最後以小組方式在期末呈現議題研究報告，作為學期評量的重要依據；並以此養成具教育社會學素養解釋與解決教育問題的能力。期待學生完成本課程後將獲得下列能力：

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 the school's educational philosophy and teacher's teaching, but are also closely related to family, society, technological development, economy, national policies and cultural traditions. These factors affect what and how many resources and opportunities students can obtain in society, as well as the development of personal values, attitudes and behaviors, which in turn affects individual 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, social network, educational system (policy) and teaching process of the individual or family. In particular, the AI ​​trend in recent years will have a significant impact on teachers' teaching and student learning. 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 perspective of social interaction, networks, organizations, culture, and technological development.

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? As a teacher in the education field, we hope that every student can achieve the goal of adaptive learning. We must understand the factors hidden in family, society, policy and culture, 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 one by one the situational factors that affect equal educational opportunities, and how these factors affect students' adaptive learning, and assist teachers to effectively conduct adaptive teaching.

This course is a professional course offered by the Institute of Education’s in-service classes, with special emphasis on the connection between theory and practice. Therefore, the planning of teaching content is divided into two stages. The first half of the semester focuses on the study, understanding and dialogue of theoretical and empirical research. In the second half of the semester, students select and combine the topics observed or experienced at the teaching site to collect data and Observe, collect relevant research materials by yourself, share and read them, and lead the whole class to participate in discussions. Finally, a research report on the topic will be presented at the end of the semester as a group as an important basis for semester evaluation; in this way, students will develop the ability to explain and solve educational problems with educational sociology literacy. It is expected that students will acquire the following abilities after completing this course:

Esther, Quintero, ed. 2017. Teaching in Context: the Social Side of Education
Reform. Cambridge: Harvard Education.
Phillipson, Sivanes, Kelly Ku, and Shane Phillipson, eds. 2013. Constructing
Educational Achievement: A Sociocultural Perspective. New York:Routledge.

Freire, Paulo. 方永泉等譯，2011，《希望教育學》。台北：國立編譯館、巨流。

Esther, Quintero, ed. 2017. Teaching in Context: the Social Side of Education
Reform. Cambridge: Harvard Education.
Phillipson, Sivanes, Kelly Ku, and Shane Phillipson, eds. 2013. Constructing
Educational Achievement: A Sociocultural Perspective. New York:Routledge.

Freire, Paulo. Translated by Fang Yongquan and others, 2011, "Hope Pedagogy". Taipei: National Compilation and Compilation Center, Juliu.