教育改革如何促成高職轉型？──綜合高中的社會學政策分析

How does education reformation make vocational high school transition possible? ─ A sociological policy analysis of comprehensive school

林凱衡(Kai-Heng Lin)

指導教授 ： 林國明

國立臺灣大學/社會科學院/社會學研究所/碩士(2012年)

https://doi.org/10.6342/NTU.2012.01887

摘要

教育改革至今已經超過15年，許多教育改革政策卻始終未能有效地研究。本文利用歷史制度論和教育市場這兩種取徑，研究高職轉型綜合高中的政策過程，並且強調理念和象徵鬥爭在這改革過程的重要性。本文考察的現象有三個：第一，過去高職教育的歷史遺緒，包括外部的政治經濟條件、內部的教育政策理念，以及綜合高中政策的前身──「普通科學生跨科選修職業類科課程」。第二，教育改革運動促成的關鍵轉折，包括人本主義教育理念，以及教改諮議會中的政策辯論，促成綜合高中成為廣設高中和高職轉型的主要政策。第三，綜合高中在後期中等教育市場中如何擴張與衰退。

本文發現，第一，高職轉型綜合高中的過程，理念是一個重要的變項。從強調技職教育的理念，替換成人本主義理念，是綜合高中成為高職轉型政策的重要原因。第二，整個改革過程，參與者包括教育部官員、教改運動人士、教育學者以及學校校長，但是教育部官員仍然扮演關鍵的影響力。第三，當綜合高中開始在教育市場推動時，部份學校為了在市場上競爭與生存，所以投入轉型。然而由於教育政策的調整、少子化現象以及市場內的競爭，最後使得許多轉型的學校退場，就讀綜合高中的學生數量持續減少。

本文強調理念和象徵鬥爭在改革的重要性，理念不僅賦予政策正當性，在實作中也和利益混合，這尤其反映在教育市場的競爭中，不同的教育政策理念在各個學校之間，成為競爭爭取學生的象徵資源。這也提醒我們，許多立意良善的改革政策和理念，往往採取規範性的改革觀點，未能妥善考慮到現實環境的阻力以及實作邏輯，最後導致改革的失敗。

關鍵字

技職教育 ； 綜合高中 ； 歷史制度論 ； 教育市場 ； 理念 ； 象徵鬥爭

並列摘要

Education reform has been more than 15 years, many education reform policy has not been effectively researched yet. My approaches are historical institutionalism and education market. I used them to study the transition process from higher vocational school to comprehensive school, and stressed the importance of idea and symbolic struggle in this reform process. This paper examines three phenomenon: First, the higher vocational education’s historical legacy, including the external political and economic conditions, internal education policy idea, and the comprehensive high school predecessor ─ “the Experiment Electives of Vocational Curriculum”. Second, the education reform movement contributed to the critical conjuncture for comprehensive school policy, including the humanist idea, and the policy debate in the Education Reform Advisory Council（教育改革審議委員會）. Third, the comprehensive high school expanded and recessed in post-secondary education market.

This study shows many efforts: First, in the process of transition from higher vocational school to comprehensive high school, the idea is an important variable. From the idea which is emphasized vocational education, to humanist idea, is an important reason why comprehensive high school becomes a transition policy. Second, in the whole reform process, even the participants include officials of the Ministry of Education, education reform activists, educators, and school principals, officials of the Ministry of Education still plays a key influence. Third, when the comprehensive high school policy is started in education market, some schools involved in transition for competing and surviving in education market. However, due to the adjustment of the education policy, the low birth rate and more critical competition in the market. Finally makes many schools exit from comprehensive school, and the number of comprehensive school students is decreasing.

This paper emphasizes the importance of idea and symbolic struggle in reforming. The idea not only gives the policy legitimacy, and mixes with interest in practice. It especially reflects in education market competition. For school, different ideas are symbolic resource to get more students. It reminds us that many policies and ideas take normative viewpoint. It can’t properly take into account the reality of resistance and the logic of practice, and finally lead to the failure reform.

並列關鍵字

technical and vocational education(TVE) ； comprehensive school ； historical institutionalism ； education market ； idea ； symbolic struggle

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