1
课程详述
COURSE SPECIFICATION
以下课程信息可能根据实际授课需要或在课程检讨之后产生变动。如对课程有任何疑问,请联
系授课教师。
The course information as follows may be subject to change, either during the session because of unforeseen
circumstances, or following review of the course at the end of the session. Queries about the course should be
directed to the course instructor.
1.
课程名称 Course Title
教育社会学导论 Introduction to Sociology of Education
2.
授课院系
Originating Department
人文社科学院高等教育中心 Center of Higher Education Research
3.
课程编号
Course Code
HEC015
4.
课程学分 Credit Value
2
5.
课程类别
Course Type
通识选修课程 General Education (GE) Elective Courses
6.
授课学期
Semester
秋季 Fall
7.
授课语言
Teaching Language
英文 English
全英文 PPT,英文讲授
8.
他授课教师)
Instructor(s), Affiliation&
Contact
For team teaching, please list
all instructors
刘绪 高等教育研究中心 liux9@sustech.edu.cn 13881824766
9.
/助教系、
方式
Tutor/TA(s), Contact
助教
万飞雁,材料系 2018 级本科学生,11811321@mail.sustech.edu.cn
10.
选课人数限额(不填)
Maximum Enrolment
Optional
授课方式
Delivery Method
讲授
Lectures
实验/实习
Lab/Practical
其它(请具体注明)
OtherPlease specify
总学时
Total
11.
学时数
28 学时
32
2
Credit Hours
12.
先修课程、其它学习要求
Pre-requisites or Other
Academic Requirements
N
13.
后续课程、其它学习规划
Courses for which this
course is a pre-requisite
N
14.
其它要求修读本课程的学系
Cross-listing Dept.
教学大纲及教学日历 SYLLABUS
15.
教学目标 Course Objectives
1. 帮助学生了解教育社会学的基本理论
2. 学术能够运用教育社会学理论客观分析社会热点和前沿问题
3. 提高学生的问题意识和批判思维
The goal of this module is to:
1. understand the basic theories and frontier issues in the field of educational sociology
2. use the theory of sociology of education to objectively analyze social hot spots and frontier issues
3. actively engage in critical thinking
16.
预达学习成果 Learning Outcomes
1.能将教育中呈现的问题置于社会的宏观视野思考
2.具备从教育学的视角思考社会问题的意识和能力
3.能够利用所学知识分析日常生活中与教育社会学相关的现象
Taking this course, students are expected to:
1.understand the problems presented in education from a macroscopic view of society
2.think about social issues from the perspective of pedagogy with
3.use the knowledge learned to analyze the phenomena related to educational sociology in daily life
17.
课程内容及教学日历 (如授课语言以英文为主,则课程内容介绍可以用英文;如团队教学或模块教学,教学日历须注明
主讲人)
Course Contents (in Parts/Chapters/Sections/Weeks. Please notify name of instructor for course section(s), if
this is a team teaching or module course.)
3
第一课 导论 教育能否促进社会发?
教育如何维持和促进社会秩序
社会各要素包括政治、经济、文化如何影响教育
教育和社会发展的关系
科学知识和人文知识之间有怎样的联系
现代性及其影响是什么
Lesson 1 Introduction: Can education promote social development
How does education maintain and promote social order?
How do social factors including politics, economy and culture affect education?
The relationship between education and social development,
What is the connection between scientific knowledge and humanistic knowledge?
What is modernity and its influence.
第二课 教育与社会变迁
社会变迁的涵义
社会变迁的原因和途径
教育与社会变迁的关系
教育对社会的影响:无限促进或有限促进?
Lesson 2 Education and Social Changes
The content of social changes
Causes and forms of social changes
The relationship between education and social changes
The impact of education on society: unlimited improvement or limited improvement?
第三课 教育固化了社会分层吗?
社会分层的概念和特征
社会分层的产生、运行机制及其原因
教育普及化及其对社会分层的影响
高等教育是否加剧了社会分层?
社会分层与教育资源获得
教育在社会分层中的作用
Lesson 3 Does education solidify social stratification?
The concept and characteristics of social stratification
The generation, operation mechanism and causes of social stratification
Popularization of education and its impact on social stratification
Does higher education exacerbate social stratification?
Social stratification and access to educational resources
The role of education in social stratification
第四课 教育怎样促进社会流动?
社会流动的涵义和原因
当代中国的社会流动
教育对社会流动的影响
人口流动对教育资源分布的影响
留守儿童与家庭教育
4
Lesson 4 How does education promote social mobility?
The content and causes of social mobility,
Social mobility in contemporary Chinese society,
The impact of education on social mobility,
The impact of population movement on the distribution of educational resources,
Left-behind children and family education.
第五课 教育能促进社会阶层的流动-以美国为例
美国的社会阶层概述
美国的教育普及化及其对社会分层的影响
美国社会各阶层的教育资源获得渠道
Lesson 5 Can education promote social mobility - Take the United States as an for example
Summary of different social class in the United States,
The popularization of education in the United States and its impact on social stratification,
The educational resources at different social stratification of American society.
第六课 学校教育制度与社会
学校的产生与发展
学校教育制度的内涵
现代学校的主要职能
我国的学校教育制度
学校教育制度的意义
Lesson 6 School Education System and Society
The emergence and development of schools
The connotation of the school education system
The main functions of modern schools
School education system in China
Significance of the school education system
第七课 校与家庭和社区
学校与家庭、社区三者间的关系
家庭、学校、社区教育功能的历史演变
家庭、学校、社区对个体教育的影响
教育与青少年犯罪
Lesson 7 School, Family and Community
The relationship between schools, families and communities
The historical evolution of the educational functions of families, schools and communities
The influence of family, school and community on individual education
Education and juvenile Delinquency
第八课 中期小结
学生以小组为单位,2 人一组,进行中间课程学习报告,每组报告时间根据选课学生的人数确定。该
5
报告以百分制计分,并按 20%的比例计入期末总成绩。
Lesson 8 Mid-term Summary
Students work in pairs to present a report on the intermediate course study. The report time for each
group will. be later determined on the basis of the number of students who choose the course. The
report is scored on a hundred-point system, and 20% is included in the final grade.
第九课 高等教育改革
世界高等教育体制改革的趋势
中国高等教育体制改革的历程及特点
中国高等教育体制改革面临的挑战
教育是否具有商品属性
Lesson 9 Higher Education Reform
Trends in the reform of the world higher education system
The history and characteristics of China's higher education system reform
Challenges facing China's higher education system reform
Does education have commodity attributes
第十课 府和市场是否能否影响大学的发展
政府在大学发展过程中的角色
市场如何影响大学的发展
大学如何服务社会发展
大学的自治权
市场机制与教育不公平
Lesson 10 Can the government and the market influence the development of universities?
The role of the government in the development of universities
How the market affects the development of universities?
How the university serves social development?
Can university’s stay independent?
Market mechanism and unfair education
第十一课 家庭环境如何影响个体发展
家庭教育的作用
家庭资本向子女传递和社会再生产的过程
学区房背后的逻辑
Lesson 11 How does the family environment affect individual development
The role of family education
The process of transferring family capital to children and social reproduction
The logic behind the school district houses
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第十二课 育是平等的吗?
什么是教育平等
教育平等能实现吗?
布迪厄的资本理论
Lesson 12 Is Education all Equal?
What is the education equality?
Education equality can be achieved?
Bourdieu’s capital theory
第十三课 性别与教育
教育和性别的关系
教育中的性别分化现象
教育性别分化带来哪些后果
什么是女性主义
Lesson 13 Gender and Education
The relationship between education and gender
Gender differentiation in education
What are the consequences of gender differentiation in education
What is feminism
第十四课 课程社会学
课程社会学的定义
课程社会学的发展
显性课程与隐性课程
课程中的权利和控制
谁决定着学校课程的知识
Lesson 14 Course Sociology
Definition of curriculum sociology
Development of curriculum sociology
Explicit courses and hidden courses
Rights and control in the curriculum
Who determines the knowledge of the school curriculum?
第十五 教育与个体社会
了解个体社会学的基本类型与主要理论
理解个体社会化的主要内容和特征
教育在个体社会化中的作用
个体实现社会化的路径
The Lesson 15 Education and individual socialization
Understand the basic types and main theories of individual sociology
Understand the main content and characteristics of individual socialization
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The role of education in individual socialization
The path of individual socialization
第十六次课 期末报告
绕本课程某一报告报告生旁告成
考试成绩,报告时间根据选课学生的人数确定。
该报告以百分制计分,并按 30%的比例计入期末总成绩。
The Lesson 16 Final presentation
Students should work individually to report on course study. The report time for each student is
later determined according to the number of students enrolled in the course. The report is scored on a
100-point scale, 30%.
18.
教材及其它参考资料 Textbook and Supplementary Readings
1.Carlos Alberto Torres and Ari Antikainen The International Handbook on the Sociology of
Education : an international assessment of new research and theory , Rowman & Littlefield, 2003.
pp.21-41.
2.Appavoo, S. (2010). "Torres, A. C. Globalizations and Education: Collected Essays on Class, Race,
Gender, and the State." International Journal of Multicultural Education 12(1).
3.Apple, M. W., et al. (2010). The Routledge International Handbook of the Sociology of Education.
London, London: Routledge Ltd.
4.Wells, C. G. (1999). Dialogic inquiry: towards a sociocultural practice and theory of education. New
York, New York: Cambridge University Press.
5.Benson, K. (2004). Education and Social Change: Themes in the History of American Schooling,
Wiley Subscription Services, Inc. 106: 381.
6.Dannielle Joy, D. (2008). "Policy Research and the Sociology of Education: Contributions to
Understanding the Experiences of Marginalized Populations." Journal of thought 43(3-4): 9-20.
7.Coffey, A. (2001). Education and social change. Buckingham, Buckingham: Open University Press
8.Pausigere, P. (2016). "On Bernstein's sociology of pedagogy and how it can inform the pedagogic
realisation of poor and working-class children in South African primary maths education." Educational
Research for Social Change 5(1): 41-53.
9.·教育
社,2005 年版。
10.赫·斯宾塞:《斯宾塞教育论著选》,2005,人民教育出版社。
11.柏拉图:《理想国》,郭斌和等译,商务印书馆,1986
12.孙本文:《社会学原理》,上海,商务印书馆,1935 年版
13.布迪厄:《实践与反思:反思社会学导论》,中央编译出版社,1998 年版。
14.麦克·扬:《知识与控制》,谢维和,朱旭东译. 上海:华东师范大学出版社,2002
15.布迪厄, 杨亚平译: 国家精英名牌大学与群体精神.北京:商务印书馆,2004
16.李春玲.断裂与碎片:当代中国社会阶层分化实证分析.北京:社会科学文献出版社,2005
17.,陈忠,高等育分影响会分流动实证究,中师大学 学报2013 ( 5) :
147154
18.余秀兰,文化再生产: 我国教育的城乡差距探析,华东师范大学学报,2006 (2)1826
8
19.齐亚强,牛建林:教育的再生产: 代际传承与变迁. 中国人民大学教育学刊,2012 ( 1) : 3756
20.吴德刚.关于构建教育公平机制的思考,教育研究,20061
21.克拉·尔:《王承绪译.等教育不能回避历史—21 纪的问题》.杭州:浙江教育出版社,2001
年版
22.约翰·亨利·纽曼.大学的理想》.杭州:浙江教育出版社,2001 年版
23.刘宝存:《大学理念的传统与变革》.北京:教育科学出版社,2004 年版
24.阎光才:《识读大学―组织文化的视角》.北京:教育科学出版社,2002 年版
25.沈红:《美国研究型大学形成与发展》.武汉:华中科技大学出版社,1999 年版
26.张应强:《.高等教育现代化的反思与构建》.哈尔滨:黑龙江教育出版社,2000 年版
27.林南著,张磊译:《社会资本》,世纪出版集团,上海人民出版社,2005
28.卜长莉:《社会资本与社会和谐》,社会科学文献出版社,2005 年版
29.侯龙龙,人力资本、社会资本与收入决定,北大教育经济研究,2003 年第 1
30.文东茅,我国高等教育机会、学业及就业的性别比较,清华大学教育研究,2005(05):16-21
31.肖巍:《女性主义教育观及其实践》,北京:中国人民大学出版社,2007
32.,校扩等教性别基于合社(CGSS2008)
证分析,社会学研究,2013,28(02):173-196
33.吴愈晓,中国城乡居民教育获得的性别差异研究,社会, 2012,32(04):112-137
34.周小李,社会性别视角下的教育传统及其超越,华中师范大学,2008
35.吴康宁:《课程社会学研究》,江苏教育出版社,2004 年。
36.吴永军:《课程社会学》,南京师范大学出版社,1999 年版
37.李洪修,熊梅,西方课程社会学研究的三种范式,外国教育研究,2010,37(04):60-64
38.谢维和,综合课程建设与伯恩斯坦的编码理论,教育研究,2003(08):50-54
39.石伟平,周加仙,伯恩斯坦的社会课程论概述,外国教育资料,1999(05):3-5
40.石中英:《知识转型与教育变革》,北京:教育科学出版社,2001.133
课程评估 ASSESSMENT
19.
评估形式
Type of Assessment
评估时间
Time
占考试总成绩百分比
% of final
score
违纪处罚
Penalty
备注
Notes
出勤 Attendance
20
课堂表现
Class Performance
20
小测验
Quiz
课程项目 Projects
平时作业
Assignments
10
一篇不超过 1500 字的教育社会学读书
报告
期中考试
Mid-Term Test
期末考试
Final Exam
期末报告
Final Presentation
30
Presentation,评价由教师评价和学生
评价组成,教师评价占 80%,学生评价
20%。合计后占总成绩 30%
其它(可根据需要改写以
上评估方式)
20
Mid-Term Presentation,评价由教师评
价和学生评价组成,教师评价占 80%
9
Others (The above may
be modified as
necessary)
Mid-Term Presentation
学生评价占 20%。合计后占总成绩
20%
20.
记分方式 GRADING SYSTEM
V A. 十三级等级制 Letter Grading
B. 二级记分制(通/不通过) Pass/Fail Grading
课程审批 REVIEW AND APPROVAL
21.
本课程设置已经过以下责任人/员会审议通过
This Course has been approved by the following person or committee of authority