我國「邁向學習社會」白皮書理念實踐之研究-評析「方案八-推廣全民外語學習方案」

A Case Study on the Ideal of Taiwan’s Educational White Paper “Towards a Learning Society”- The Action Program 8- for the Propagation of Foreign Language Learning among the General Public

陳昀萱(CHEN Yun-shiuan)

指導教授 ： 楊國賜博士 ； 陳雪雲博士

國立臺灣師範大學/教育學院/社會教育學系/碩士(2003年)

摘要

全球化潮流下，伴隨著各國建立學習社會政策的重要治理作為之一，即為「推廣全民外語學習」。我國在正式加入WTO之後，社會各界更是興起了一股外語學習熱潮。因此，本研究將自學習社會的理論發展、國家於學習社會中的角色，及外語學習觀點出發，希望達成以下四項研究目的：一、了解我國教育政策中學習社會理念的發展情況。二、分析「全民外語學習方案」政策的實施及其內涵。三、評析「全民外語學習方案」政策內涵，及其與台灣社會國際化的關聯性，並分析其與學習社會理念的差距。四、根據以上分析，建議學習社會中外語學習政策的方向，並論述國家所應扮演的角色。
研究所運用的研究方法為歷史社會學分析，藉由「文獻資料分析」及「訪談法」等兩大途徑，以收集八十七年至九十二年間政府推廣全民外語學習方案的相關計畫及其他相關資料為文本，詮釋「外語學習」在「邁向學習社會」政策中的意涵。
研究所獲致的結論為：一、建立「學習社會」的理念具體奠立於教改諮議報告書，推動建立學習社會的具體作為奠立於「學習社會」白皮書。二、教育部依據「邁向學習社會」白皮書內「方案八-推廣全民外語學習方案」，所提出並真正落實辦理的七項計畫，主要可歸納為「教學」、「學習成就肯認」與「補充機制」等三大機制。三、主要幾項計畫以「提升經濟競爭力」與「培育國際觀與地球村知能」為立論，然而觀察分析各項計畫所關照的對象、提供的教學素材及營造的學習空間，不僅與白皮書之理念有所差距，也與學習社會理論中涵孕公民素養之理想亦有距離。四、國家與民間團體的互動模式為以中央政府為主導者，主要可區分為兩大模式：1、中央政府-地方政府-中小學校；2、中央政府-民間團體。
本研究所提出的建議包括：一、重行檢視學習社會與各項方案與計畫間的理念。二、隨時省視方案所提供的學習素材、學習空間與學習機會。三、中央政府角色的調整，讓渡部分治理權給地方政府。政府並應思考如何與民間社會合作，以發揮各自的功能及權責，營造學習社會。四、完整的政策研究與評鑑體制，例如應建立專責的教育政策研究單位，輔以兼重質性與量化的政策研究與評鑑機制，對教育政策進行多面向且長期的評估。

關鍵字

學習社會 ； 教育政策 ； 外語學習 ； 世界公民素養 ； 歷史社會分析

並列摘要

Under the context of globalization, the concept of lifelong leaning has become such an important aspect of international and national policy discourse. “Towards a Learning Society ” White Paper launched in 1998, is one of the significant educational polices in Taiwan. One of the governments’ approaches to lifelong leaning is the advocacy of learning foreign languages. Along with Taiwan’s entrance into WTO, the argument promoting proficiency in English is becoming an obvious trend in Taiwanese private sector as well.
Under such a circumstance, this study aims to explore the meaning of foreign language learning in the context of the contemporary education policy for fostering a learning society. Four questions are proposed for guiding this study: 1. How is the ideal of learning society developed in domestic educational policy? 2. What is the argument for foreign language learning in Taiwan’s educational white paper “Towards a Learning Society”? Additionally, what are the content and government measures in these related programs and plans for propagating foreign language learning among the general public? 3. What are the relations between the policy for fostering learning society, specifically the plans for advocacy of learning foreign languages, and Taiwan’s dedication for internationalization? What are the relations between the government and the private sector? 4. How can government foster learning society and advocate the program and plans for foreign language learning in the future?
The method of historical sociology was conducted in this study. First, the study reviewed and analyzed the government publications from 1998 through 2003 including the educational white paper ” Towards a Learning Society”, and the programs, which concern with “ propagating foreign language learning among the general public”. Meanwhile, the researcher interviewed some relevant policy makers, program designers and executives. Finally, the data collected by a multi-method design were triangulated carefully in order to reveal the meaning of foreign languages learning that embedded within the context of learning society.
The conclusions of the study are as follows: the emergence of the ideal for fostering a learning society in Taiwan is recommended by the “Executive Yuan’s Council on Educational Reform” in the “Report on Education Reform” in 1996. And the concrete strategies for fostering a learning society are proposed by the educational white paper ” Towards a Learning Society” in 1998. Second, those plans for propagating foreign language learning among the general public designed by the Ministry of Education can be sorted into three models: the instructional model (mainly in English), the achievement-testing model, and the complementary model. Third, the basic principles of those plans are: (1) to upgrade Taiwan’s economic competency in the world market and (2) to inform citizens for the cosmopolitan in order to live with a global village; (3) nevertheless, the ideal and the reality are widely divided. Fourth, central government plays a predominant role in fostering language learning. Furthermore, those plans were classified into two models, which lead to “central government－local government－schools” and “central government－nonprofit organizations”.
Based on these conclusions, four directions were highlighted in order to improve the educational policy of lifelong learning in general and to increase the public’s proficiency in foreign languages learning in particular. First, it is necessary to review governments’ approaches to the ideal of lifelong learning constantly. Second, the content of those plans, including the instruction materials for foreign language learning, the target population and the learning opportunities should be examined constantly, in order to ensure its own consistency. Third, the local government should be endowed and have more involved in promoting lifelong learning in the future. Also, the cooperative model supported by the central government, the local government and the private sector should be mould. Fourth, a neutral organization should establish to conduct research and assessment into educational policy.

並列關鍵字

Learning Society ； Education Policy ； Foreign Language Learnin ； Cosmopolitan ； The Method of Historical Sociology

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