美國八年研究經驗對我國大學入學制度革新之啟示 Perspectives on Innovating the College Entrance System in Taiwan

• Main Author: 黃嘉莉 Jia-Li Huang
• Format: Article
• Language: English
• Published: National Taiwan Normal University 2011-06-01
• Series: Journal of Research in Education Sciences
• Subjects: 八年研究; 大學入學制度; 高中課程; 高等教育; 教育機會均等; eight-year study; college entrance system; senior high school curriculum; higher education; equality of educational opportunity
• Online Access: http://jories.ntnu.edu.tw/jres/PaperContent.aspx?cid=151&ItemId=1300&loc=en

本文旨在瞭解臺灣地區大學制度發展理念與議題，分析美國八年研究可茲啟發之經驗，以作為臺灣地區大學入學制度的參考。為建立比較點，本文運用King比較分析產生跨時空的經驗參照，分析臺灣地區大學入學制度的發展以及八年研究經驗，產生社會公平與適性發展的問題概念。其次，根據架構探究如以適性發展之公平概念檢視八年研究經驗，當高中不限於為大學入學條件而預備時，高中教育的課程、教學與評量則可以學生學習主體做出發，符合學生的需要與興趣，且不影響學生的入學準備程度，是為一種適性發展的公平概念。最後，在高中教育的目的、教師與學生共同參與的經驗、評估學生表現證據、採納高中表現的後設驗證，進行跨時空與跨脈絡的對話與討論後，本文提供臺灣地區大學入學制度革新的八項啟示，包括大學入學制度可吸納潛能取向適性發展的公平觀、大學入學制度宜併同高中教育進行革新考量、大學入學制度可以評估納入高中學校本位表現評量、重視學校本位表現評量有降低升學壓力之空間、採納學校本位評量可減緩考試的絕對價值、大學入學制度可兼重多元表現的證據、大學入學制度可促進大學和高中合作的可能，以及大學入學制度革新可強化高中教師專業能力的重要性等，期能供臺灣地區大學入學制度革新之參考。 This study analyzed the idea and issue for developing a college entrance system in Taiwan that understands the experience using an eight-year study from the United States to provide the framework for innovating college entrance systems in Taiwan. This study used King’s method to establish comparative points. First, the trend of college entrance systems included de-politicization, deregulation, independent institutes, exam professionalization, and multiple entrance paths into colleges. However, previous studies indicated the affects from college entrance systems showed that student learning was ignored. Further, these previous studies also indicated that it was hard to reduce the pressure from exams and student enrollment will be influenced by socioeconomic status. Second, the capabilities approach was designed to compare scores with the experience of the eight-year study to Taiwan. By loosening restrictions for entering college, the experiences of the eight-year study recorded students’ performance with multiple data. This study also designed an adaptive curriculum based on student interest and need. Enrolled college students had better learning outcomes that can be seen from the fairness used to develop student potential. Finally, four discourses, which included goals statement of high school, teacher and student participation curriculum and pedagogical considerations, evidence of past student performance, and meta-verification of student performance in college were discussed for college entrance systems in Taiwan. The results of this study provided eight suggestions for innovating the college entrance system in Taiwan.