從PISA閱讀評比表現探討臺灣、英國與瑞典閱讀教育之政策

Discussing Reading Education Policies in Taiwan, Britain and Sweden from PISA Reading Performance

葛琦霞(Ko, Chi-Hsia)

《台灣教育研究期刊》 3卷2期 (2022/03) Pp. 285-301

摘要

本文旨在從意識形態探討臺灣、英國與瑞典在PISA閱讀評比排名及其閱讀教育政策，以提供閱讀教育政策之參考。分析資料包括自由主義代表國家英國，社會民主主義的代表國家瑞典，以及從保守主義朝向自由主義的臺灣。文中先簡要說明保守主義、自由主義與社會民主主義，並介紹PISA和臺灣、英國、瑞典三國閱讀教育政策，近年三國在PISA閱讀評比之表現，及探討PISA全球化的閱讀評比排名是否影響三國的閱讀教育政策。分析後發現三國閱讀教育政策均受PISA閱讀評比排名之影響，但因其意識形態不同，文化與社會背景狀況各異，採取的閱讀教育政策就不同。最後針對臺灣閱讀教育政策提出具體建議。

關鍵字

國際學生能力評量計畫 ； 閱讀教育 ； 臺灣 ； 英國 ； 瑞典

並列摘要

This article aims to discuss Taiwan, Britain and Sweden's PISA reading rankings and their reading education policies from the ideological perspective, in order to provide a reference for reading education policies. Analytical data include Britain, which represents liberalism, Sweden, which represents social democracy, and Taiwan, which is moving from conservatism to liberalism. The article first briefly explains conservatism, liberalism, and social democracy. Besides introducing PISA, the reading education policies and the performance in PISA of the three countries, the article also explores whether PISA global reading evaluation ranking affects the three countries' reading education policies. After analysis, it is found that the reading education policies of all three countries are affected by the PISA reading rating rankings. However, the reading education policies varies due to different ideologies, cultural and social backgrounds adopted by each country. Finally, specific suggestions are made for Taiwan's reading education policy.

並列關鍵字

PISA ； reading education ； Taiwan ； Britain ； Sweden