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Title: 以歷史制度論觀點探究高中校規與學生管教制度之流變
Exploring Changes in High School Rules and Student Disciplinary System from a Historical Institutionalism Perspective
Authors: 陳佩英
Chen, Pei-Ying
Chang, Chi-Wen
Keywords: 歷史制度論
historical institutionalism
school rules
student disciplinary system
campus democratization
Issue Date: 2018
Abstract: 台灣在經歷政治轉型後帶來了教育民主化發展的契機,與此同時許多校園中長期被壓抑或者新產生的困頓也一一浮現。時至今日,台灣的學校教育並未因民主化而讓「威權式教育」的力量消失,但隨著教育法規、政策的修訂與革新,學生作為教育基本權的主體,師生間的權力結構發生改變,校園規範的訂定與執行也勢必受到波動,進而影響教育人員的管教策略選擇。 在台灣校園中因學生管教而起之爭議層出不窮,相關研究往往只針對單一政策或法案,無法了解結構變動下管教制度的形成與演變,尤其僅以體罰之禁止與否判斷管教方式是否民主,亦不符合現代民主教育之精神。本研究以歷史制度論為分析途徑,透過歷史研究法對高中校規與學生管教制度本身、發展過程及發展的主導方針作歷史性的探究,同時採用半結構式訪談法,藉由訪談台灣高中教師,以及分析教師的認知版模,並釐清制度與結構、行為者之互動,尋覓得以讓校園達成真正民主之契機。 根據研究結果與發現,本研究獲致結論如下: 壹、 台灣歷史脈絡對於威權式校規與重於管制、訓導的管教制度發展影響甚鉅。 貳、 舊有管教制度的慣性通過正向強化作用抵銷行為者的改變。 參、 1994年教育改革、2006年零體罰入教育基本法、2013年制定高級中等教育法新增學生權利及義務專章,皆打破原有制度路徑,可視為關鍵節點。 肆、 教師作為行為者會受到制度和文化之影響,但同時亦具有策略選擇的自主權力。 伍、 學校校規變動的時間點、修改動能來源及教師的理念會影響變革的成效。 文末依據研究發現,提出本研究之建議。
Political transition in Taiwan has brought opportunities for democratization in education; however, problems that have been long-suppressed in schools and newly created problems have also emerged. Today, the power of “authoritarian education” has not disappeared in Taiwan’s school education system because of democratization. But as education laws changed and policies are revised and reformed, students have received basic education rights, and the power structure between students and teachers have changed. The setting and implementation of school rules has also been affected, which consequently affects the disciplinary strategy taken by education personnel. Endless controversies have revolved around student discipline in Taiwan schools, and related studies generally focus on one single policy or case. Thus, these studies cannot interpret the formation and change of the disciplinary system when the education structure change, especially regarding the banning of corporal punishment and determining whether disciplinary method is democratic or conforms to the spirit of modern democratic education. In this study, we used historical institutionalism as the analytical path and historical research method to explore high school rules and the student discipline system, their development process, and the guiding principle behind these developments. In addition, we used semi-structured interview method to interview high school teachers in Taiwan, as well as analyzed the teachers’ cognitive templates. This paper also clarified the interaction between system, structure and actors to seek opportunities for schools to achieve real democracy. The results of this study show the following: 1. Taiwan’s historical context has a great impact on authoritarian school rules and the development of control and discipline system. 2. The inertia of the old discipline system offsets the changes in actors through positive reinforcement. 3. The 1994 education reform, introduction of zero corporal punishment into the Educational Fundamental Act in 2006, and newly added student rights and obligations section in the Senior High School Education Act in 2013 all reshaped the original system path and can be viewed as critical junctures. 4. Teachers as actors are affected by the system and culture. However, they also have autonomy in choosing strategy. 5. The time point for changes in school rules, the source of drive for the changes, and the philosophy of the teachers can affect the result of the reform. Based on research findings, some recommendations have been proposed at the end of this paper.
Other Identifiers: G060416018E
Appears in Collections:學位論文

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