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台灣近期教育改革的透視與省思

A Retrospection and Reflection on Recent Education Reform in Taiwan

摘要


本文回顧幷透視台灣近期的主要教育改革政策之緣起、始末與結局,以求能够更看清教改的深層真相,幷加以評析探究,且以學者應盡的言責,深作追憶反思。選大學數量膨脹、國民中學畢業生自學方案、多元入學與九年一貫課程四大改革政策爲探求對象,分別:(一)回顧改革始末;(二)省察決策的意圖;(三)審察其效應結局;(四)評析診斷其癥結;(五)省思己身對政策之先見。最後幷窮本探源教改爲何令人失望作綜合評論。據以建議教育改革欲求成功,務須遵守下列原則:第一,不僅矢力於「除舊」,更應用心於「佈新」;不急「解構」,而應先用功於「重組」、「再建構」;第二,重視專業,延聘教育學者、師資培育專家共同參與,精心致力于新制度的設計;第三,避免政治介入太深,尊重教育的自主性,第四,避免使教育淪為利益團體追逐利益的目標;第五,教育改革力求實質,不尚虛有其表的形式;第六,教育改革政策先作評估、試辦與實驗,實驗應講求外在效度,幷據試辦、實驗結果加以修訂,使臻完善;第七,教育改革固爲促進教育機會均等,惟不只追求表面公平,應講求實質的公平,符合當時社會認定的公平正義,更不能以犧牲追求卓越爲代價;第八,教育改革應作系統性思考;第九,教育改革除需設計精密並試辦實驗外,尚須重視文化改造的基礎工程,故須循序漸進,切勿操之過急;第十,教育改革爲恒常性的工作,應以平常心處之,遵循經濟原則,期付出最小的社會成本,收取最大的效益。

並列摘要


This paper aimed to scrutinize retrospectively and critically recent education reform in Taiwan. Four major reform programs including ”University Outgrowth”, ”Junior High Student Voluntary Entrance Program”, ”Multiple Entrance Project”, and ”Nine-year Coherent Curriculum” were sampled and analyzed respectively following five steps 1.tracing its formation and key points in each reform program 2.reexamiing how the policy was made during policy-making process 3.evaluating the effects and the setbacks 4.diagnosing what the crux of the problems they met? 5. reflecting the views on each program this author expressed or published then. Further, a synthetic comment and prospect was added. Based on the findings ten cardinal principles were proposed for leading future education reform: First, put emphases and make more effort to reconstruction and reorganization rather destruction and demolition. Second, respect the professional and invite more professional representatives to participate in designing new system. Third, keep political interference with educational reform as less as possible. Fourth, free from interest groups taking advantage of education reform. Fifth, substantiality always matters over facial formality. Sixth, estimate and experiment precedes formally enforcement. Seventh, a systematic thinking strategy is required in constructing education reform. Eighth, pursuing educational opportunity equality as a goal never makes the sacrifice of 'excellence'. Nineth, giving enough time for changing culture is usually a prerequisite to education reform, so never try to rush education reform too fast. Tenth, view education reform as a usual and ever-going process and try it to cost less social capital.

參考文獻


林生傳(1992)。二十一世紀的高級中學教育
林生傳(1995)。如何增進大學生的學習成效
林生傳(1996)。教育革新整合研究規劃報導。科學發展月刊。24(4)
林生傳(1997)。台灣教育改革的新趨勢:探素與評析
林生傳(1997)。教育革新整合型研究

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王正宏(2009)。桃園縣國民小學資訊教育教材選用及其影響因素之研究〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2009.00928
吳亞儒(2009)。大學學習支援中心之分析與規劃:以淡江大學大一新生為例〔碩士論文,淡江大學〕。華藝線上圖書館。https://doi.org/10.6846%2fTKU.2009.00499
游郁蘋(2006)。中小學教師對九年一貫政策實施現況知覺之研究〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu200600357
梁慶梅(2012)。臺中市國小教師職場疲勞及其相關因素研究〔碩士論文,中臺科技大學〕。華藝線上圖書館。https://doi.org/10.6822%2fCTUST.2012.00027

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