大學多元入學政策制定合理性之研究

本研究旨在探討大學多元入學政策制定之合理性，首先依相關文獻了解並探討教育政策之理論基礎，以作為大學多元入學政策制定之合理性研究之學理依據；其次再以德懷術及結構訪談方式，檢視大學多元學政策制定之合理性內涵、大學多元入學政策制定過程與影響因素及大學多元入學政策目標達成情形等。經由相關之文獻分析，建立本研究之理論基礎與研究架構，並據此編制「大學多元入學政策制定合理性」之德懷術問卷，以15位教育界之學者專家為研究對象，經三回合問卷調查取得一致性及相關資料，再將問卷資料以統計方法進行分析與整理。另外，就德懷術問卷相關內容再編製訪談大綱，向6位大學教授、教育部前次長、司長及高中校長等人，進行結構性訪談。最後，綜合德懷術問卷調查統計分析資料及訪談資料，歸納整理出以下結論：一、大學多元入學政策制定內涵 (一)大學多元入學政策可減低城鄉差距。 (二)大學多元入學政策有強調社會公平正義的原則。 (三)大學多元入學政策引導高中課程教學。 (四)大學多元入學政策仍有市場導向色彩。 (五)大學多元入學政策相信透過個人天賦及努力，可公平競爭獲得期望目標觀念是存在且具有其價值的。二、大學多元入學政策制定之過程與影響因素 (一)大學多元入學政策制定為多元選才原則。 (二) 大學多元入學政策制定為逐步漸進，制定程序為周延合理，且具協商色彩。 (三)大學多元入學政策制定為法制化過程，且具有法源基礎。 (四)大學多元入學政策制定為充分討論且達社會共識才實施。 (五)大學多元入學政策制定受到行政、立法、學術參照及利益團體等影響。 (六)大學多元入學政策制定受到媒體影響。 (七)大學多元入學政策制定受政黨政策影響。三、大學多元入學政策目標達成情形 (一)大學多元入學政策實施後，未能確實紓解高中生升學壓力。 (二)大學多元入學政策實施後，高中教師未能完全多元化評量及教學。 (三)大學多元入學政策實施後，高中端未能積極發展各種活動及競賽。 (四)大學多元入學政策實施後，與學生主動學習動機較無相關。 (五)大學多元入學政策實施後，高中端更可讓學生了解並就讀適合科系。 (六)大學多元入學政策實施後，對傳統明星高中價值無多大影響。最後，根據上述研究結論提出具體建議，提供教育行政機關、學校及教師方面、家長及學生及未來研究者等四方面做為參考。

關鍵字

大學多元入學、政策制定、合理化

並列摘要

This research aims to discuss the rationality of policy-making for college multiple entrance. First, related documents would be fully analyzed to explore the basic theories for educational policies, which would be served as the basis for this research. Next, the methodology of Delphi and structured interview would be applied to inspect the content and the effects of the rationality, and the achievement of the goals of policy-making of college multiple entrance. The theoretical basis and the research structure are built upon the analysis of related documents, which is also used to design the Delphi questionnaires for the research. Fifteen scholars and experts in education were surveyed. Three questionnaires were conducted to get the consistent and related information, which then was analyzed through statistical method. In addition, an interview summary which was edited based on the content of the Delphi questionnaires was used to conduct the structured interviews with six university professors, the former deputy of Education Bureau and senior high school principals. In the end, the analysis of the result of the Delphi questioners and the interview was summarized with the following conclusions: I. The content of the policy-making for college multiple entrance (I) The policy of college multiple entrance would narrow the gap between cities and countries. (II) The policy of college multiple entrance put great emphasis on the principle of social fairness and justice. (III) The policy of college multiple entrance is used to guide the teaching of senior high school curriculum. (IV) The policy of college multiple entrance is still market-oriented. (V) The belief of the policy of college multiple entrance is that each individual could have a fair chance to compete for his/her goals, which is present and is valuable. II. The process of effects of the policy-making for college multiple entrance (I) It is the principle of multiple selections of students. (II) It should be implemented gradually and the process of making this policy should be well-rounded and negotiable. (III) It should be made based on laws. (IV) Before it is implemented, it should be fully discussed to reach public agreement. (V) It is influenced by administrative, legislative, academic and interest-related groups. (VI) It is influenced by the media. (VII) It is influenced by the policies of different parties. III. The achievement of the goals of the policy of college multiple entrance (I) The implementation of the policy didn’t really relieve the academic pressure of senior high school students. (II) After implementing the policy, senior high school teachers didn’t fully apply multiple evaluation and teaching. (III) After implementing the policy, senior high schools didn’t actively develop a variety of actives and competitions. (IV) The implementation of the policy was not so related to the learning motivation of students. (V) After implementing the policy, senior high school students could understand more about future majors and choose the appropriate departments. (VI) After implementing the policy, the value of traditional star senior high schools were not much affected. In conclusion, according to the concrete suggestion proposed by the result of the research, educational administrative institutes, schools, teachers, parents, students and future researchers could make some references to it.