我國高中職多元入學政策制定合理性之研究

dc.contributor吳清基 博士zh_TW
dc.contributor陳奎憙 博士zh_TW
dc.contributor.author王聖銘zh_TW
dc.date.accessioned2019-08-28T09:38:44Z
dc.date.available2006-9-7
dc.date.available2019-08-28T09:38:44Z
dc.date.issued2006
dc.description.abstract摘 要 本研究旨在探討我國高中職多元入學政策制定之合理性。首先,就相關文獻探討,以瞭解教育政策制定之學理依據及合理性意涵;其次,就政策制定之程序合理性及實質合理性面向,以問卷調查法及訪談法檢視多元入學政策制定之內涵與現況;最後,根據文獻探討及主要研究發現,提出結論與建議供有關單位參考。 因此,本研究之結論如下數點: 壹、在高中職多元入學政策制定之程序合理性方面 一、尚符合多元參與原則,但基層教師仍有不同意見。 二、尚能循序漸進不草率,但宣導溝通仍有不足。 三、尚有折衝妥協及工具性色彩存在。 四、尚有市場導向意識型態及功績主義價值觀念存在。 貳、在高中職多元入學政策制定之實質合理性-政策目標方面 一、並無助於紓解國中學生的升學壓力。 二、教師的教學尚能多元活潑,但評量方式未能更多元化。 三、學校尚能辦理各種社團或競賽活動來鼓勵學生發展才藝。 四、學生的學習動機與興趣並未明顯提高。 五、學校尚能提明確的資訊以輔導學生升學。 六、社區高中的發展情況見仁見智,學校特色並不容易建立。 七、明星高中的觀念尚未明顯淡化,學生就讀社區高中的意願並未明顯提高。 參、在高中職多元入學政策制定之實質合理性-政策內涵方面 一、並未能有效促進國中教育的正常化發展。 二、並未能有效達成五育均衡發展的目標,亦未能有效達成因材施教理想。 三、並未能充份符合公平正義,亦未能有效縮短城鄉差距的學習機會不平等。 四、基本學力測驗的定位有違當初政策制定的本意。 五、並未能有效解決傳統聯考所衍生的升學問題。 六、並未能普遍受到師生及家長認同與支持。 七、並未能彰顯多元入學精神,制度設計亦過於複雜難懂。 因此,本研究之建議如下數點: 壹、在教育行政機關方面 一、加強溝通宣導及經驗分享,促進師生及家長對政策瞭解。 二、檢討修訂政策的內涵與具體做法,使方案更為合理周延。 三、將基本學力測驗定位調整為參考指標,而非唯一或主要指標。 四、朝招生多元且簡化原則,讓政策簡單易懂易行。 五、提升技職體系的教育環境及升學管道,鼓勵學生朝多元性向發展。 六、給予弱勢族群及文化不利學生積極性的差別待遇。 七、鼓勵高中職發展學校特色,引導國中學生就近升學。 貳、在學校及教師方面 一、落實教學正常化以引導學生適性發展,並能多元評量學生學習成就。 二、捐棄以明星學校為升學指標的迷思,落實學生多元進路輔導。 三、學校應倡導社團活動並鼓勵學生多元潛能開展。 四、教師應不斷在職進修,並以開放多元的態度與認知進行教學及評量 參、在學生及家長方面的建議 一、學生能清楚並運用自己的優勢智慧,以學得更好更廣。 二、家長應破除明星學校的迷思,參與並尊重子女的教育選擇。 關鍵字:多元入學政策、政策制定合理性zh_TW
dc.description.abstractAbstract A study is to explore rationality of the multiple entrance policy-making for high school and vocational high school in Taiwan. Shen-Ming Wang The purpose of this study is to explore the rationality of the multiple entrance policy-making for high school and vocational high school in Taiwan. To begin with, based on the citation discussion, the researcher understands the academic basis and rational content of educational policy establishment. Secondly, with questionnaire survey and interview methods, the researcher reviews the content and current situation of establishment of multiple entrance policy-making in the aspects of procedural rationality and actual rationality of the establishment procedures. At last, based on the citation discussions and major research findings, the researcher proposes conclusions and suggestions for the reference of institutes involved. Therefore, there are following conclusions: I.Rationality of establishment procedures of multiple entrance to high schools and vocational high schools. (i)It conforms to the multiple participation principle, although teachers at basic level have different opinions. (ii)It works step by step and not in haste. Nevertheless, the publicity is still insufficient. (iii)It is with compromise and tool nature. (iv)It is with market orientation consciousness and concept of performance based values. II.In policy tools under actual rationality of establishment procedures of multiple entrance to high schools and vocational high schools. (i)It does not help junior high school students relieve pressure of advanced study. (ii)Teachers’ teaching is diverse and vivid. However, assessment methods are not multiple. (iii)Schools establish various associations or competitions to encourage students to develop their talents. (iv)Learning motive and interest of students are not significantly raised. (v)Schools provide specific advanced study information to help students perform well in entrance examinations. (vi)Development of community high schools differs and it is not easy to establish school characteristics. (vii)Concept of star high schools is not faded, yet. Willingness of students to study at community schools is not significantly increased. III.In policy content under actual rationality of establishment procedures of multiple entrance to high schools and vocational high schools. (i)It does not effectively help normalization of junior high school education. (ii)It does not effectively achieve the goal of equal development of five kinds of education and the ideal of teaching in accordance with students’ aptitude. (iii)It does not conform to the principle of justness and fairness and does not effectively shorten the gap of learning opportunities in remote areas and cities. (iv)Positioning of the Junior High Basic Achievement Test is against the intention of policy establishment at the beginning. (v)It does not effectively solve the problems from the traditional joint entrance examinations. (vi)It fails to win universal support from teachers, students and parents. (vii)It does not manifest the spirit of diverse entrance and the system design is far too complicated. As a result, the researcher offers the following suggestions: I.For education administrative institutes (i)Enhancing publicity and sharing of experience; helping teachers, students and parents to understand the policy. (ii)Reviewing the content of policy and concrete methods to enable the project more comprehensive. (iii)Adjusting the positioning of Junior High Basic Achievement Test as an indicator for reference, instead of the only major indicator. (iv)Simplifying the multiple entrance principle and making the policy easily understood and executed. (v)Improving the educational environment and advanced study channels of vocational school system and encouraging students to develop diversely. (vi)Offering disadvantaged and culturally unfavorable students aggressive treatments in difference. (vii)Encouraging high schools and vocational high schools to develop their own characteristics to attract junior school students to study at nearby schools. II.For schools and teachers (i)Putting education normalization into practice and guiding students to develop in accordance with their aptitudes while assessing students’ learning performance diversely. (ii)Abandoning the myth for star high schools and putting assisting students in diverse development into practice. (iii)Schools shall promote association activities and encourage students to develop their diverse potentials. (iv)Teachers shall need to continue studying at the job and to teach and assess students with an open and diverse attitude and cognition. III.For students and parents (i)Students shall be aware of and use their own advantages to learn better. (ii)Parents need to abandon the concept of star high schools. They ought to participate in and respect the choice of students in schools. Keyword:multiple entrance policy、rationality of policy-makingen_US
dc.description.sponsorship教育學系zh_TW
dc.identifierGN0886000051
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0886000051%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90256
dc.language中文
dc.subject多元入學政策zh_TW
dc.subject政策制定合理性zh_TW
dc.subjectmultiple entrance policyen_US
dc.subjectrationality of policy-makingen_US
dc.title我國高中職多元入學政策制定合理性之研究zh_TW

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