從功績主義觀點探究臺灣體育班之發展

Abstract

體育班為臺灣基層運動人才培訓之主要方式。然而，即便體育班為國家培訓出眾多優秀運動人才，在「萬般皆下品，唯有讀書高」的社會刻板印象之下，就讀體育班的學生仍背負著負面形象，常被誤解為是一群不愛讀書的孩子。體育班的制度更是受到質疑，被認為僅注重發展競技運動，無法兼顧發展全體國民的體能基礎。竟然如此，為何飽受質疑的體育班仍舊存在？本研究嘗試以功績主義觀點瞭解體育班設立目的及發展現況，並進一步瞭解目前臺灣體育班發展的成效及困境為何。本研究採用半結構式訪談及內容分析，根據本研究之目的，以功績主義兩項核心指標「優秀人才的篩選」、「提供社會流動的機會」擬定訪談大綱，並訪談曾於政府機關服務過及參與訪視評鑑之體育班相關人士。根據研究結果發現體育班設立目的為培育優秀競技運動人才以及提供繼續升學的機會，而發展現況包含體育班學生人數不減反增、明定體育班之專任運動教練人數、透過訪視評鑑提升體育班績效、以術科成績為導向的升學管道，皆與研究者所歸納出兩項功績主義核心指標「優秀人才的篩選」、「提供社會流動的機會」相關。然而卻也出現體育班發展現況與設立目的相違背之情形，並衍生出資源無法集中、招生名實不符、學生學業問題等體育班困境。深入瞭解後發現無法將名實不符的體育班強制退場的原因，也與民意代表施加的政治壓力相關。而學業問題，除了運動績優升學管道較少採計學科成績之外，體育班的基礎學科授課時間也較普通班級少。即便政府有意透過課後輔導的方式幫助體育班學生加強基礎學科項目，許多學校也反映找不到教師能夠協助輔導的窘境。

Athletic class is the primary method of training sports talent in Taiwan. This study attempts to understand the purpose and current development of athletic class from a meritocratic perspective, as well as to further examine the effectiveness and challenges of Taiwan's athletic class development. The study utilizes semi-structured interviews and content analysis. Based on the study's objectives, an interview outline was formulated with two core concepts of meritocracy: "selection of outstanding talent" and "providing social mobility opportunities." Interviews were conducted with individuals associated with athletic classes who have served in government agencies and educational institutions. The research findings reveal that the purpose of establishing athletic class is to cultivate elite athletes and provide opportunities for further education. The current developments are related to two core concepts of meritocracy:"selection of outstanding talent" and "providing social mobility opportunities." However, there are also challenges, such as discrepancies between admission promises and reality and academic issues faced by students in athletic class. Athletic class that fails to meet their promises is related to political pressure exerted by public representatives. Regarding academic issues, though the government's intention to provide after-school tutoring to strengthen students' basic academic skills, many schools have expressed difficulties in finding teachers to provide assistance and guidance in this regard.