本文主要是從教育部教學實踐研究計畫獎勵研究者在大學部開授教育社會學的課程中，就偏遠地區學校教育之主題進行探討。參與課程學生為修習大學部教育社會學必修科目的61 人，合作之偏遠地區學校含北、中、南、東與離島共計10 所學校。本研究以質性分析為方法，以訪談法收集6 位校長、12 位上課同學、1 組上課同學焦點團體與2 位師培機構主管之意見，並以文件分析法梳理學生作業、田野札記、與不同出版社之教育社會學相關教科書，接著以Atla.ti 8.4.4 為工具進行歸納式分析並作整理。本研究主要有四項發現：1. 大學生對於偏鄉具有浪漫的想像；2. 偏遠地區學校學生學習遷移恐來自於移情學習；3. 教育專業學科之內涵與定義面臨修正之必要；4. 師資培育機構教師與實際場域之斷層待解。

The main purpose of this study is to explore the theme of rural schooling organized by the course of Sociology of Education sponsored by the Teaching Practice Research Program of the Ministry of Education (MOE), Taiwan. In this research, there were 61 students participated in the course, collaborating with 10 rural schools in northern, central, southern, eastern Taiwan and the islets. The research method adopted was qualitative approach, with interviews conducted with 6 principals, 12 participant students, 1 focus group, and 2 directors of teachers’ college. Moreover, a content analysis was carried out, on students’ assignments, field notes, and various text books related to sociology of education, later via a tool, Atlas.ti 8.4.4, for an inductive finding. Four main findings have been formed: 1) College students may remain impractical illusion on schools in rural areas; 2) Rural students’ temporary academic achievement and passion could be explained with possible transference learning; 3) The vital proficiency for professional subjects required by pre -service teachers to meet the need of rural schools could be an issue necessarily to be further re-organized; 4) The gap between training in teacher educational institutes and the real teaching practice in rural schools does actually exist.