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 focus of the twelve-year national education is adaptive talents. The goal of education is to arrange appropriate environments based on the learning characteristics of each student, provide textbooks and teaching methods suitable for personal learning, so that every student can teach from suitable Perform adaptive learning in the specifications. In addition to being influenced by school management philosophy and teachers' teaching, the learning achievements of each student are closely related to the family, society, scientific and technological development, economy, national policies and cultural traditions. These factors affect what students can get in society. The resources and opportunities, as well as the cultivation of personal value and behavior, thus affecting the achievement of personal educational achievements and social status. Many studies at home and abroad have also fully demonstrated that individual learning history or achievements are closely related to their individual or family’s social status, social network, education system (policy) and teaching process, especially the AI trend in recent years has been more important to teachers. Teaching and student learning will have a significant impact. Therefore, from the perspective of social perspectives, the many educational issues that we are concerned about cannot be discussed only from the personal psychological level or the philosophical level of philosophy, but also from the aspects of social interaction, network, organization, culture and scientific and technological development.
The teaching objectives of this course are placed on understanding and analyzing current school education. Why can't we truly help every student achieve the learning goal? In some situations, school education becomes an agency for social reproduction? As a teacher in the field of education, I hope that every student can achieve the goals of adaptive learning. We must understand what are hidden in family, society, policies and culture, and help students overcome these difficulties and achieve the goals of adaptive learning. .
This course will train students to explore educational phenomena from the perspective of education and social interaction, and try to find problems in education and social interaction from these analyses, and facilitate finding ways to solve difficulties. The course design will start from the nature and basic theory of educational sociology, and then explore the core concept of equality in education opportunities, and then explore the situational factors that affect equality in education opportunities, and how these factors affect students' adaptability learning, and assisting teachers can effectively Perform suitable teaching.
This course is the professional course of the Institute of Education’s professional courses, and special attention is paid to the connection between theory and practice. Therefore, the planning of the teaching content is divided into two stages. The first half of the school focuses on the study, understanding and dialogue of theoretical and practical research. The second half of the school will be selected and combined with the teaching site by classmates from the learning in the first half of the school. Observe or experience issues, collect data and Observe, collect relevant research data and share and read by yourself, and lead the whole class to participate and discuss together. Finally, a research report on the topic is presented at the end of the period in a group, as an important basis for evaluation during the period; and use this to form a comprehensive explanation and solution for educational and social science Ability to educate questions. We hope that students will obtain 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. Fang Yongquan et al., 2011, "Hope Education". Taipei: National Translatorium, Juliu.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂出席與參與(含課堂報告)30%；課堂出席與參與(含課堂報告)30%； 30% of class attendance and participation (including class reports); |
30 | |
| 期中專書閱讀報告期中專書閱讀報告 Midterm book reading 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 | |
| 期末小組自主學習期末小組自主學習 The end-of-term group learns independently |
10 |
