2011~2014年十二年國教政策報導： 以審議式民主觀點之分析
Abstract
本研究旨在針對審議式民主的內涵，分析並比較不同媒體於2011~2014年對十二年國教的報導。研究對象分別為聯合報與自由時報。而依據內容分析法，此二媒體對於審議式民主四個面向之表現如下：
(一) 兩報客觀呈現的報導數量均少於非客觀報導的數量。而對於爭議的議題，兩報都對免試入學此議題的報導較多。
(二) 關於意見提供者的選取，兩報偏向特定來源並受到報紙政治立場之影響。
(三) 兩報都缺乏可信論證及資訊。而提供的論證資訊，主要為統計數據或民調結果。
(四) 對於各爭議議題解決方案的呈現，兩報的數量亦有限。解決方案主要於2013及2014年才陸續提出。
綜合來看，兩報在報導中展現的審議式民主內涵相當不足。此外，十二年國教在政策細節的制定及解決方案的提出，都有很多的問題及缺失，而造成爭議不斷。該政策的未來發展值得持續關注。
The purpose of this study is to analyze and compare, by focusing on the essence of deliberative democracy, the reports from 2011 to 2014 by different media on the policy of 12-year compulsory education. The two media studied are the United Daily News and Liberty Times. Based on content analysis, the four dimensions of deliberative democracy were performed by the two media as follows: (1)The number of objective reports was less than that of non-objective ones. And regarding controversial issues, the number of reports by either medium on the issue of exam-free admission was more than that of any other issue. (2)In terms of the selection of opinion providers, both papers preferred certain sources and were influenced by paper’s political stance. (3)Both papers lacked credible arguments and information. And those provided were mainly statistical data or the results of polls. (4)Regarding solutions to controversial issues presented by two papers, the numbers were also limited. Solutions did not come forward until 2013/2014. To sum up, the essence of deliberative democracy performed by two papers is quite inefficient. In addition, the policy of 12-year compulsory education exists lots of questions about policy details and deficiency in solutions, resulting in frequent controversies. It is worth paying constant attention to the future development of this policy.
The purpose of this study is to analyze and compare, by focusing on the essence of deliberative democracy, the reports from 2011 to 2014 by different media on the policy of 12-year compulsory education. The two media studied are the United Daily News and Liberty Times. Based on content analysis, the four dimensions of deliberative democracy were performed by the two media as follows: (1)The number of objective reports was less than that of non-objective ones. And regarding controversial issues, the number of reports by either medium on the issue of exam-free admission was more than that of any other issue. (2)In terms of the selection of opinion providers, both papers preferred certain sources and were influenced by paper’s political stance. (3)Both papers lacked credible arguments and information. And those provided were mainly statistical data or the results of polls. (4)Regarding solutions to controversial issues presented by two papers, the numbers were also limited. Solutions did not come forward until 2013/2014. To sum up, the essence of deliberative democracy performed by two papers is quite inefficient. In addition, the policy of 12-year compulsory education exists lots of questions about policy details and deficiency in solutions, resulting in frequent controversies. It is worth paying constant attention to the future development of this policy.
Description
Keywords
十二年國教, 審議式民主, the policy of 12-year compulsory education, deliberative democracy