The Analysis of Critical Approach for Curriculum Contents and Educational Results

• Main Authors: Chin-i Hsien, 謝靜宜
• Other Authors: Tien-Hui Chiang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/83186562763184075753

碩士 === 國立臺南大學 === 社會科教育學系教學碩士班 === 94 === 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 aspects a、 Macro-inspection of educational function i. 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 knowledge i. 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 achievement i. 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 results The 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