十二年國民基本教育改革之探討 —系統思考取徑

本研究取徑系統思考，探討2014年啟動的十二年國民基本教育改革，將台灣國民教教育系統分成國家、家庭和學校三個層級進行觀察，發現台灣的教育問題，可以分成層級之間的問題和層級內部的問題。層級之間的問題，主要源於不同層級參與者價值觀與立場的歧異。十二年國民基本教育政策下，國家層級的政府強調教育應著重在素養面向，但在家庭層級的家長卻可能會更強調子女的學科成績以因應升學目標。面對層級之間的問題，需要跨層級長期的溝通，找尋共同希望達成的核心教育目標，最後設計名實相符的體制和政策。本研究發現，根據系統思考「教師專業成長」與「學校教育資源改善」同屬於學校層級內的議題，主要為執行層面的問題，需要合適的配套，例如教育專業協助和必要經費的支持，才能讓理想真正的成為現實。「升學制度」問題則比較特別，由於國中、高中、大學分雖同屬學校層級，但彼此獨立運作，因此「國中升高中」和「高中升大學」的升學機制，各自存在不同的考量及作為，屬於次層級間問題。十二年國民基本教育改革也有調整升學制度。但在目前的「國中升高中」升學中，學科分數仍占主導性的地位，而將於 2022年改制的「高中升大學」的升學，本研究預測也仍會有相似的情況。

關鍵字

人力資本論；不均等有效維持論；系統思考；十二年國教；升學制度

並列摘要

Taking the systems thinking approach, this study examines issues involved in the 12-year basic education reform launched in 2014 in Taiwan. Through the lenz of systems thinking Taiwan’s education system can be analyzed into three levels: the state-level, the school-level and the family-level, and two types of educational issues are identified: the between-level issues and the within-level issues. Between-level issues come from the different views of value of participants from different levels. On one hand, the state promotes competences as the education goal in the 12-year basic education policy. On the other hand, at the family-level, parents may insist on improvement of student’s entrance examination score. Resolution to between-level issues involves long-term cross-level communication to come up with common education goals, and to design systems and policies to achieve the goals. This study finds that “teacher professional development” and “school quality improvement” are issues both belonging to school-level and tend to be implemental issues. Resolution to within-level issues involves professional supports to teachers and sufficient funding to schools. Issue relating to school matriculation can be considered to be between-sublevel issues within the school level. New matriculation policies have been arranged in the 12-year basic education reform. However, this study finds that, in the promoting process from junior high to senior high schools, entrance examination scores still play a crucial role in determining results of the process; a similar pattern is foreseeable in the matriculation process from senior high to college, which will take place in 2022 for the first batch undergoing the 12-year Basic education.