| Summary: | 博士 === 國立臺北教育大學 === 教育經營與管理學系 === 99 === This study was about policy and marketing of the Taiwan-Subjectivity Education. The connotative meanings, theoretical foundations, policy evolution and marketing were explored in this study to frame a thorough understanding of the Taiwan-Subjectivity Education. The main methods used for this study were: (1) intensive literature review and document analysis, and (2) in-depth interviews with educational experts, governmental officials, and school administrators, who were familiar with or had responsibilities for the policy of the Taiwan-Subjectivity Education . The findings of this study were as follows:
1.Subjectivity was one of the core concepts and values when working on educational reforms.
2.The evolution of the concept of Taiwan-Subjectivity was corresponding to political development due to two reasons:
A.Taiwan-Subjectivity was deeply influenced by complex geology, history and culture of Taiwan.
B.The idea of Taiwan-Subjectivity was closely related to cultural identity.
3.The aim of the Taiwan-Subjectivity Education was to nurture modern citizens with both national identity and global vision:
A.They should be of both personal subjectivity and Taiwan-subjectivity.
B.Education they received should include both indigenous education and native environment education.
4.Connotative meaning of the Taiwan-Subjectivity Education was influenced by cultural hegemony, post-colonialism, postmodernism and multiculturalism:
A.The Taiwan-Subjectivity Education was a reaction to Chinese cultural hegemony.
B.Post-colonialism and postmodernism aroused and led reforms of the Taiwan-Subjectivity Education.
C.Ideas of Taiwanese self-decision and multiculturalism made the principal bases for the Taiwan-Subjectivity Education.
5.Stages of the development of the Taiwan-Subjectivity Education included:
A.Before lifting martial law (1977~1987): Named native environment education, which contained “mother tongue” education.
B.After lifting martial law (1987~2000): Named indigenous education, which contained localization of teaching material.
C.After year 2000: Adequately named Taiwan-Subjectivity Education, and retained the nature of education.
6.Policy marketing was a kind of strategic trading.
7.Evaluation required by policy marketing of the Taiwan-Subjectivity Education included decisions on the target market, usage of marketing tool, standardization of policy assessment, and environmental analysis on individual and aggregates.
8.Efforts on the policy marketing of the Taiwan-Subjectivity Education were made with effectiveness.
According to findings mentioned above , this study also proposed the following suggestions for educational officials, school administrators, and further studies:
1.For educational officials:
A.The value and nature of education, instead of political ideology, should be concerned first in policy making.
B.Mode of marketing that applied to both theory and practice should be used.
C.Before issuing any policy, aims and visions should be well set, after which strategies and rules could be built.
2.For school administrators:
A.Policy marketing competences should be enhanced by life-time learning to promote educational policy effectively.
B.A platform should be built to bridge the theory and practice.
3.For further studies:
A.Expand the scope of interview, and collect data from history researchers, language researchers, parents, general folks as well as school children to know better and deeper of the policy of the Taiwan-Subjectivity Education.
B.Consider the use of questionnaire survey to governmental officials and school administrators to know the actual opinions on the policy and its marketing strategies.
C.Compare the ruling ideologies and ideals of different political parties and authorities with policy marketing effects for better and interesting understanding about the policy and its marketing.
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