本研究旨在探討103 學年度十二年國民基本教育正式實施後，嘉義區(嘉義縣及嘉義市)的國中校長、國中升學作業承辦人、國中教師、家長與學生對於免試入學所宣稱入學方式的多元適性及公平正義之看法與觀點。以採取結構式訪談法訪談上述人員各三名，共計十五名。 本研究分別就潛能啟發與多元適性發展、個別差異與公平正義與入學制度設計與實際執行結果予以探討。潛能啟發與多元適性發展闡述社會不再強調學歷、文憑至上，反倒著重個人特色與獨創性，因此教育應轉變成啟發式的教育，因勢利導讓學生發掘自己的優勢和軟實力，來因應瞬息萬變的未來；個別差異與公平正義闡述成就每一位孩子，就是不放棄任何一個學生，希望讓每一個孩子都能成就自己，讓那些特殊境遇的學生能不囿於自身處境和個別差異，可以和一般生在公平的條件下互爭長短；入學制度設計與實際執行結果闡述為實踐十二年國教真正能讓學生適性揚才的理念，而不是如以前的高中聯考和基測一樣，僅著重學生學科的能力，分分計較只為了進入明星高中，而忽略了學生的多元智能。 The purpose of this study aims to discuss the perspectives and viewpoints of the junior high school principals, entrance operation undertakers, teachers, 9th students and their parents about the multi-aptitude and justice of no-exam entrance after 12-year basic education formal implementation in Chiayi district (including Chiayi County and Chiayi City) in the 103 academic year. Qualitive approach is adopted in this study. Three people of every above-mentioned postion are interviewed, and totally 15 people are interviewed in this study. This study discusses potential development & multi-aptitude development, individual differences & justice, and entrance system designation & actual outcomes respectively. Potential development & multi-aptitude development expound that nowdays our society no longer emphasizes on educational background and diploma, instead of individual characteristics and originality. As a result, education should turn into heuristics to develop students’ superiority and soft power according to their own circumstances in order to respond to uncertain future. Individual differences & justice expound that making every student accomplish their goals is no child abandoned. Hopefully every student can realize their wishes despite the fact that those students who have poor economic conditions and unfortunate experiences can compare with general students on the basis of justice without restriction of their own circumstances and individual differences. Entrance system designation & actual outcomes expound that to realize the ideas of differentiated education in 12-year basic education, we should not focus on the scores of academic subjects to a very small quantity in order to enter famous senior high schools, and ignore the multiple intelligences of students, just like former High School and Entrance Examination Basic Competence Test.
