本研究以南投縣高中為例，透過文獻分析法和深度訪談，來探討「學習歷程檔案」的執行面，分析教師在教學現場和學生在申請入學時所遇到的困境，以及政策實施的可行性觀點，並進行研究分析與提出建議。 從高中學校行政的觀點、老師的觀點和學生的觀點，了解在政策實施的過程中，相關人員需要做何種改變？受訪對象對於學習歷程檔案的看法？進行回應性評估(the responsive constructive evaluation）。 本研究結論如下：一、學校資源、家庭經濟能力，會影響學習歷程檔案的公平性。二、提高學習歷程檔案考招比重，不利社會階級流動。三、新課綱課程改變後，不利偏鄉學生製作學習歷程檔案。 This study takes a high school in Nantou County as an example, through literature analysis and in-depth interviews, to explore the policy aspects of “academic portfolio”, analyze the difficulties teachers in the teaching scene and students in applying for admission encountered, as well as the feasibility of policy implementation, and conduct research analysis and make suggestions. From the perspectives of high school administrators, teachers and students, we can understand the changes the relevant personnel need to make in the process of policy implementation and the respondents' views on the academic portfolios and conduct the responsive evaluation. The conclusions are as follows:1.School resources and family economic ability will affect the fairness of academic portfolios.2.It is not conducive to the mobility of social classes to increase the proportion of examination and enrollment of academic portfolio.3. After the change of 108 Curriculum Guidelines, it is disadvantageous for rural students to make academic portfolios.
