查詢結果分析
來源資料
頁籤選單縮合
題名 | 十二年國民基本教育學區劃分探討:政策歷史、考古、系譜之分析=Planning School Attendance Areas in 12-year Basic Education: Historiography, Archaeology, Genealogy as Approaches of Policy Analysis |
---|---|
作 者 | 張鈿富; 吳舒靜; | 書刊名 | 教育研究與發展期刊 |
卷期 | 4:3 2008.09[民97.09] |
頁次 | 頁53-78 |
分類號 | 526.11 |
關鍵詞 | 學區劃分; 十二年國民基本教育; 批判政策社會學; 歷史脈絡; 政策考古; 政策系譜; Planning school attendance areas; 12-year basic education; Critical policy sociology; Historiography; Archaeology; Genealogy; |
語文 | 中文(Chinese) |
中文摘要 | 本文旨在以批判政策社會學分析方法為我國十二年國民基本教育學區劃分進行政策歷史、考古學、系譜學之分析,藉此探究政策歷史脈絡、影響因子或條件、及其權力型態,以作為暫時性學區劃分政策安置之基礎。本文主要的發現,在政策歷史分析方面:(一)政治力量主導教育政策;(二)公平與卓越的平衡面臨新的挑戰。在政策考古學分析方面:(一)政策的倫理價值未獲得充分的肯定;(二)就學的條件未能完全符合社會期待。在政策系譜學分析方面:(一)學習價值未達共識;(二)技術性政策手段效果不彰。根據分析之結果,本文建議:(一)考量區域均衡發展,納入評估私人教育投資的社會貢獻度與公私立分佈比率的合理性;(二)落實以學習價值觀取代文憑主義,塑造學校優質的新文化;(三)以實質的意義取代技術性的政策手段,來降低政治對學區劃分的負面影響力量;(四)引進更多專業的知識與力量,協助學區劃分共識的產生。 |
英文摘要 | This paper proposes three methodological approaches used by critical policy sociology to explore and explain matters of policy as temporary policy settlements. Drawing on research into the school attendance areas planning for 12-year basic education, the authors apply policy historiography with the substantive issues of policy at particular contexts, policy archaeology with conditions that regulate policy formations, and policy genealogy with social actors' engagement with policy. The main findings in this paper are as follows: On policy historiography analysis: (a) the political body maneunors the educational policy; (b) balancing of equity and excellence might face new challenges. On policy archaeology analysis: (a) the ethical value of policy did not always be affirmed; (b) the conditions of planning school attendance areas did not totally respond to the expectation in public. On policy genealogy analysis: (a) there is no concensus on the value of learning; (b) the tactics or strategies of policy did not completely take effect. According to the findings, the authors raise some suggestions for improvement: 1. Consider how to balance the equality of education in differ school attendance areas, including to evaluate the private sector involvement and the rational ratio between public and private high schools; 2. Createing a new culture, by way of reducing the impact on diploma, and focus on student basic competences; 3. Reducing any temporary maneuver and its negative political interventions for planning school attendance areas; 4. Getting more professional involvement to make consensus on solving the issues of school attendance areas. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。