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題 名 | 英國學校課程與教育改革=A Study of Recent Educational Reforms in Britain |
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作 者 | 姜添輝; | 書刊名 | 初等教育學報 |
卷 期 | 5 1997.06[民86.06] |
頁 次 | 頁95-127 |
分類號 | 521.7、521.7 |
關鍵詞 | 英國; 學校課程; 教育改革; |
語 文 | 中文(Chinese) |
中文摘要 | 在1987 年戒嚴法的廢除,改變了臺灣當時的政治形態,此種變化不但引發政治 革新,教育亦有一連串的改革。這些教改革的共同特點是,教政策以往集權的形態轉向鬆綁 的方向。諷刺的是,英國近來的教育改革卻反其道而行,對這兩種相反的教育政策發展取向 ,是值得我們以比較的方式, 來討論英國的教育改革,以澄清教育的特性,及其與外在環境 的關連性。英國教育發展的歷史緣由提供清楚的證據,教育並不擁有絕對的自主,僅有的是 相對自主,此種自主更進一步受到經濟與政治因素的影響。如 1970 年以前的經濟榮景,使 英國教育強調進步主的理念,然而經歷兩次石油危機後,經濟持續的惡化改變了政治情勢。 保守黨的教育嚴格篩選, 成了在 1979 年嬴得國會大選,柴契爾政府所須遵循的教育方針, 此種新的作法逐漸破壞,以前所強調的進步主義教學,因而引發工黨與保守黨間的政治角力 戰。由於工黨無法成功地抵擋,柴契爾發動一波波所謂黑皮書的攻擊,社會普遍質疑公立學 校的能力。市場機制的運用,最後將地方教育局的權力架空,中央集權式的教育政策乃逐漸 形成,例如國定課程的法制化。以上這些所顯示的是,經濟與政治可視為教育發展中的兩大 元素。這項結論對臺灣教育改革所延伸的建議是,學校課程內容須考慮到工商界的需求,否 則我們未免要擔心,類似發生於 1970 年末期後的英國教育經驗,可能再度出現,但不是在 英國而是臺灣。 |
英文摘要 | A series of educational reforms have been launched in Taiwan since1987 when marshal law was abrogated and, then, Taiwanese political circumstance moves towards a more democratic society. All those reforms embody a common characteristic, a decentralized approach. Ironically, British government is approaching centralized control over education. Regarding such two contrary cases, it is worthy spending some length of writing to discuss British educational reforms via a comparative way in order to clarify the nature of education and its relationship with outside circumstance. The historical account of British educational development provides us clear evidence that education does not enjoy absolute autonomy but relative. Such autonomy is further influenced by the interplay of economic and political factors. Before 1970, without economic threat British government performed a decentralized educational policy which emphasized the importance of progressive teaching. However, after experiencing two Oil Crises,British economic activities became sluggish and eventually changed British political situation. When Margaret Thatcher won the election in 1979, the Conservative's long-term commitment in education, academic excellence, has gradually undermined progressive teaching. A long-term battle between the Conservative and the Labour was, then, generated. However, the Labour was unable to fight back a series of attacks initiated by Thatcher. Distrust the ability of state schools was prevailing in society. The operationof market mechanism finally corrupted the LEA's authority, and increased the State's power. A centralized government gradually emerged, as witnessed by the introduction of the National Curriculum in 1988. All the above shows that economic and political aspects can be viewed as important elements in educational development. Such relationship has a strong suggestion for Taiwanese educational reforms. The gap between school curriculum content and social needs in terms of industrial and economic aspects should be reduced. Otherwise, we may worry about that British educational experience happening in 1970s and 1980s might appear again not in Britain but Taiwan. |
本系統中英文摘要資訊取自各篇刊載內容。