非學校型態實驗教育機構辦學現況之研究－以臺灣中部四所實驗教育機構為例

The Research of Non-School Mode of Experimental Educational Institution’s Development Situation --- The Four Case Studies of Experimental Educational Institution in Central Taiwan

劉佳宜(Jia-yi, Liu)

指導教授 ： 薛雅慈

淡江大學/教育學院/教育政策與領導研究所碩士在職專班/碩士(2011年)

https://doi.org/10.6846/TKU.2011.00978

摘要

本研究為質性研究，係以臺灣中部四所非學校型態實驗教育機構的辦學現況為研究焦點，透過文件分析與訪談的方式，紀錄並分析這四所非學校型態實驗教育機構的辦學現況。
研究結果分為兩部份：一為對非學校型態實驗教育機構的辦學現況；二為分析非學校型態實驗教育機構所面臨的發展及辦學困境。
對於辦學現況研究者提出九點結論，分別為：
（一）從非學校型態實驗教育機構辦學的歷史沿革可知，各機構依其教育理念創辦出不同於體制內的學習環境。
（二）非學校型態實驗教育機構的辦學組織，是以老師、家長相互合作的模式，協助機構的運作及發展。
（三）非學校型態實驗教育機構的結構，之所以為「非學校型態」，在其立案過程中，對校舍建物的認定，等同於補習班的類別。
（四）非學校型態實驗教育機構的教育理念，依各校的不同，分別落實在其課程教學與學習環境當中，並且強調自學的重要。
（五）非學校型態實驗教育機構的課程規劃，分為上午的主課程與下午的副課程。強調實際操作與體驗，並注重藝術及人文的發展。
（六）非學校型態實驗教育機構的教師任用資格，依各機構不同的教育理念而尋求合適的教師。
（七）非學校型態實驗教育機構的學生評量方式，採質性紀錄，著重在學生的整體評量，而非數字化的表象。
（八）非學校型態實驗教育機構的環境教育，透過與社區的結合以及四季慶典的舉辦，讓孩子了解生命的意義及價值，並體會大自然的奧妙及人與環境的關係。
（九）非學校型態實驗教育機構的校舍環境，以開放式的空間為原則，並充分利用環境進行實地教學；利用學生作品來佈置環境，加深學生對學校的認同感。
而對實驗教育機構的發展及辦學困境提出七點結論，分別為：
（一）對非學校型態實驗教育機構的審議委員會之成員來源不明確，公正性有待商榷；審議時程各地方不同，影響機構申辦；每年實驗教育計畫書的呈交，淪為形式。
（二）非學校型態實驗教育機構的評鑑機制，在每兩年一次的前提下，造成機構辦學的困擾，無益於教學品質的提升。
（三）非學校型態實驗教育機構在致力於合法化的同時，卻因為被認定為非學校型態，而無法親自給予孩子學籍及該機構的畢業證書。
（四）非學校型態實驗教育機構透過各種方式來傳達其教育理念，期望獲得政府及社會大眾的支持與認同。
（五）非學校型態實驗教育機構於辦學及經營時，資金來源只有學費或小額個人捐款，對於機構屬於義務教育的服務下，在經營上，尚未獲得地方政府的補助款項。
（六）對於師資的聘任，在面臨年資、薪資待遇的現實層面，吸引老師到非學校型態實驗教育機構任職，頗為困難。
（七）在無學費補助及現今升學體制的壓力下，家長替孩子選擇到非學校型態實驗教育機構的機率降低。

關鍵字

非學校型態實驗教育機構 ； 另類教育

並列摘要

This study is a qualitative research. The purpose of this study is to explore the Non-School Mode of Experimental Educational Institution’s development situation in central Taiwan. We used structured interview and document analysis to analyze the collected coding data, including the cases’ history, specialize, structure and the present development.
The main results of the study include two parts: one is the conclusion of the four experimental educational institutions’ present situation, including 9 points:
1.Each institution was established by its own educational idea.
2.The organization of those institutions involves both teachers and parents.
3.The structure of those institutions is identified as a cram school.
4.The institution’s educational idea was fulfilled on its curriculum and environment.
5.The institution’s curriculum plan divided into 2 parts. One is the main curriculum in the morning, and the other is the vice-curriculum in the afternoon. The institution emphasizes that students should learn and operate by themselves.
6.The institution based on its own educational idea to employ teachers.
7.The institution grades students’ paper by qualitative record, not by scores.
8.Each institution cares about environment education, such as environmental protection and seasonal ceremony.
9.The institution makes their environment as an open style. And they use students’ works to decorate their office and classrooms.

And the other one is to analyze those institutions’ development and obstacles, including 7 points:
1.The source of Consideration committee’s members is not fairness, and the Consideration’s time interval is different from each county. And about handing in their experiment education program books to the government becomes a routine, not meaningful.
2.The evaluation to the experimental educational institution is often, and sometimes not benefits to encourage their teaching quality.
3.Because the experimental educational institutions are regarded as non-school, they couldn’t give their students legal graduation certificates.
4.The institution’s educational idea sometimes couldn’t be accepted by the public.
5.The institutions have to collect fund by themselves. And they have no support from the government.
6.When the institutions employ their teachers, they would have some realistic problems, such as the payment and years of experience.
7.Without the support of the tuition and the recent educational system, parents would like to choose general schools instead of the experimental educational institutions.

並列關鍵字

Non-School Mode of Experimental Educational Institution ； Alternative Education

參考文獻

羅斐文（2007.6）。建構未來世代理想之教育圖像。淡江大學未來學研究所碩士論文。未出版，臺北市。

教育部電子報。臺北市。2011年4月25日，取自：

游家政（2002）。課程革新。臺北：師大書苑。

吳瓊洳（2006）。我國實施在家自行教育相關法令的內容分析，臺東大學教育學報，17卷1期，133-154。

陳明德（2002）。國民小學實施家長教育選擇權可行性之研究－以臺北縣為例。國立台北師範學院碩士論文，未出版，臺北市。