十二年國民基本教育入學模式回到考試為主之探討—以嘉義區為例

NHUIR > College of Social Sciences > Department of Applied Sociology, The M.A. Program of Sociology > Disserations and Theses(M.A. Program in Sociology of Education) > Item 987654321/23462

Please use this identifier to cite or link to this item: http://nhuir.nhu.edu.tw/handle/987654321/23462

Title:	十二年國民基本教育入學模式回到考試為主之探討—以嘉義區為例
Other Titles:	The Investigation of the Entrance Module Back to Exams-Mainly in 12-Year Basic Education--A Research in Chiayi District
Authors:	林喜信 Lin, Hsi-Hsin
Contributors:	應用社會學系教育社會學碩士班鄒川雄 Chuan-Hsiung Tsou
Keywords:	十二年國民基本教育政策;非意圖結果;明星高中 unintended consequence;prestigious senior high school;12-year Basic Education
Date:	2015
Issue Date:	2015-09-10 17:01:17 (UTC+8)
Abstract:	本研究旨在探討103學年度首屆十二年國民基本教育政策實施，其主要的目的是為舒緩國中學生過度升學壓力，並引導學生多元適性發展，但因入學方式及相關政策執行的結果等因素，可能導致十二年國民基本教育政策的入學模式又回到聯考，以學科測驗（會考）的成績決定學生進入高中職學校的情形。　　本研究以103學年度嘉義區高中高職免試入學政策的內容、執行過程及結果作為研究，採用質性研究，並以分析政策文件資料及訪談教育人員為主。並獲得以下結論：一、教師、家長及民眾對政策內容未能充分了解。二、與「教育政策變革相關的教育階段」都應該納入整體規劃，並在穩定中逐步執行。三、明星高中的質變：從都會明星高中逐漸發展為能吸引很多學生就讀的縣市特色高中都是明星高中。四、家庭社會資本影響子女升學機會，但在超額比序之多元學習表現項目上呈現出家庭資本並未顯現絕對影響。五、實施十二年國民基本教育後，逐漸改變部分學生學習態度及舒緩升學壓力，引導學生五育均衡發展。六、政策執行產生非意圖結果：學生雖為獲得分數被動參與學習，但也實際參與了學習的過程。　　最後，因為是第一年實施十二年國民基本教育政策，相關的措施可能未盡完善或未達預期的結果，所以根據研究結論提出相關建議，以作為未來修正十二年國民基本教育政策的參考。　　The purpose of the research is to investigate the implementation of the 12-Year Basic Education in 2015, which aims at decreasing the junior high school students’ pressure for entering schools and guiding them to develop themselves based on their potential. But due to some factors, the entrance module would go back to the age of Joint Entrance Exam, which students were assigned to schools based on the grades in the big Exams.　　Based on the content, the process and the result of the implementation of the senior and vocational school exams-free entrance policy in Chiayi District in 2015, qualitative approach was applied to further analyze the data. Policy document was analyzed and some educational staffs were interviewed. The results of the research are as follow. 1.Teachers, parents and the public are not fully aware of the content of the policy. 2.All the stages related to the educational policy change must be involved in the planning of the whole program which should be implemented gradually in a stable pace. 3.The metropolitan prestigious senior high schools encounter the quality change. The local featured senior high schools which attract students can be developed to be the prestigious senior high schools. 4.The family social capital influences children’s chance of entering schools. However, the family capital shows no absolute effect on the multiple learning performance in the Examinations-Free Entrance Competition. 5.After the implementation of the 12-Year Basic Education, students’ learning attitude has changed and the pressure for entering schools has decreased gradually. 6.The policy implementation generates the unintentional result. Students actually participate in the process of learning, though they are forced to learn for scores at first.　　Since this is the first year of the implementation of the 12-Year Basic Education, relative plans might not be perfect. Therefore, suggestions based on the research are proposed to be the reference for the modification of the 12-Year Basic Education.
Appears in Collections:	[Department of Applied Sociology, The M.A. Program of Sociology] Disserations and Theses(M.A. Program in Sociology of Education)

Files in This Item:

File	Description	Size	Format
103NHU00665005-002.pdf		2390Kb	Adobe PDF	910	View/Open
index.html		0Kb	HTML	345	View/Open

Loading...