課程內涵與教育結果的批判取向分析

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題名:
課程內涵與教育結果的批判取向分析
著者: 謝靜宜; Hsien, Chin-i
姜添輝; Tien-Hui Chiang; 社會科教育學系教學碩士班
主題: 批判取向; 文化再製; 教育成就; 學校課程; 社會階級; educational achievement; school curriculum; social class
描述: 一直以來，教育被許以促進個體道德發展並幫助個體進入分工職業體系的功能，最終目的在於提升民眾的教養水準並配合經濟體系的發展。教育的普及化及義務教育的施行，更是提供每一個個體公平爭取向上流動的機會，教育被視為社會流動的「平衡器」。但教育機會的擴充，卻造成教育成就上的差異，而且教育同時散播「不同的教育成就產生不同的收入與社會地位」之意識型態，也就是社會仍舊有社會階級的差異，社會階層化的現象似乎並不因學校教育的擴充而真正得到改善。因此許多教育社會學者分別從經濟、政治、文化的角度對教育的功能加以批判，設法釐清隱藏於社會結構與教育體制中的支配與宰制，以期消除社會階級的不平等現象。依據上述的研究動機，本研究之研究目的如下：一、階級意識與教育屬性之分析--旨在檢視結構功能論、衝突論及文化霸權理論的教育功能觀及教育與階級意識之關聯性。二、課程知識的階級權力分析--旨在探討文化的形式與支配性對於學校課程內容的影響。三、教育成就與社會控制之評析--旨在了解Bernstein及Bourdieu的文化再製論與教育成就之關聯。四、歸納本研究所得之啟示，並對台灣學校教育提出建議為了達成上述研究目的，本研究採取批判取向的研究方式，綜合所蒐集的文獻資料，歸納出以下的發現：一、個別面向的研究發現（一）教育功能的鉅觀檢視1.教育使個體完成「個性化」與「社會化」2.教育制度契合經濟體制的需求3.階級意識形態的傳播需借助教育制度（二）文化與學校課程知識的微觀分析1. 文化的建構與社會階級密不可分2.統治階級的權力由文化來體現3.學校課程被賦予高階知識的地位4.對學校課程的期望與價值觀來自於階級意識型態（三）文化再製與教育成就1.階級文化形塑個體的語言類型2.社會文化的評價體系來自於統治階級3.來自家庭的主觀與客觀因素影響個體的教育成就二、研究發現的整體關聯性階級的權力分配與社會控制不僅呈現於政治、經濟、文化等制度面，意識型態與統治階級一致的教育單位，表面上以價值中立的姿態，公平的開放教育機會給社會大眾，但實際上於學校的入口便已設立統治階級熟悉的知識結構與意識型態之門檻，以準備篩選大量的莘莘學子進入職業體系。因此語言類型、文化資本與習性等客觀因素跟學校屬性相符之學童，便擁有較大的機會晉升為中上階級。關鍵字：社會階級、學校課程、教育成就、文化再製、批判取向
Education has longterm been viewed as the “equalizer” of social mobility. However, the expansion of educational chances has caused the difference of academic achievements shaping the phenomenon of cultural reproduction. Thus many educational scholars have argued against the function of education from the view points of economy, politics and culture, so as to clarify the domination embodied in social structure and education system and to extinguish social unfairness. Three purposes were proposed from the above statements:1. Analysis of class consciousness and education attribute—to inspect the educational function of structural-functionalism, Conflict theorists and hegemony and the relationship between education and class consciousness.2. Analysis of class power over curriculum knowledge—to explore the influence of school curriculum content by cultural pattern and domination.3. Analysis and commendation of academic achievement and social domination—to understand the correlation between academic achievement and the theory of culture reproduction raised by Bernstein and Bourdieu.4. Proposing suggestions to school education in Taiwan according to the results of this research. Critical approach was performed to achieve the above research purposes. Induction of gathered literature indicates:1. Studies of individual aspectsa、 Macro-inspection of educational functioni. Education accomplishes personal characterization and socialization.ii. Education system fulfills the requirements of economic system.iii. The spreading of class ideology needs the help from education system. b、 micro-analysis of culture and curriculum knowledgei. Culture construction and social classes are non-seperatable.ii. The authority of ruling class was expressed by culture.iii. School curriculum was given high status knowledge.iv. The expectation and value to school curriculum comes from class ideology.c、 Culture reproduction and academic achievementi. Class culture shapes language patterns of individuals.ii. Commanding system of social culture results from the ruling class.iii. Subjective and objective factors from family influence academic achievements of individuals.2. Correlations of research resultsThe distribution of class power and society control appear at political, economic and cultural systems. Externally, academic organizations,having the same ideology with the ruling class,offered even and open opportunities to the publics with a guesture of neutral value. But, actually, a screening mechanism , with the knowledge structure and ideology familiar to the ruling class, has been set for mass students trying to enter the occupation system. Consequently, children will obtain greater chances to move onto upper classes with language patterns, cultural resources similar to the school attributes. Key word：social class , school curriculum , educational achievement, cultural reproduction,critical approach
碩士
建立日期: 2006
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/4096
資源來源: NUTN IR

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課程內涵與教育結果的批判取向分析

謝靜宜; Hsien, Chin-i 姜添輝; Tien-Hui Chiang; 社會科教育學系教學碩士班 2006

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