| Summary: | 博士 === 國立臺南大學 === 教育學系教育經營與管理碩博士班 === 103 === This study aims to investigate the implementation of the ideal of “Adaptive Talent Development” in 12-year Basic Education. Interviewing, aided with documentary analysis, is used in this empirical research. This study discusses the formation of this policy, the context, the understanding of the content, the factors that affect the implementing process, the difficulties, the solutions, and the extent of its implementation and effects.
The subjects are fifteen persons. Purposive sampling is adopted. In the section of “Central Policy Participants”, there are 5 subjects. They are members of 12-year Basic Education Consulting Committee of Minister of Education. In the section of “Local Policy Participants”, there are 4 subjects, mostly from Pingtung County. In the section of “School and Stakeholder Organizations”, there are 6 subjects, mostly from Sinpi Junior High School in Pingtung County.
The process of interviewing is recorded. After the interviewing, the recording is transcribed into text script. Then, the classification, coding and analysis are done, accompanied with the documentary analysis of documents related with “Central policy participants”, “Local policy participants”, and “schools” in 12-year Basic Education to form the result and conclusion.
The conclusions are as follows:
1. The major factor that affects this policy formation is that “the policy from central government didn’t take timing and regional differences into consideration and couldn’t bring local government and the schools to reach a consensus, though the formation takes long time.”
2. There are two greatest affecting factors that challenge the 12-Year Basic Education. One includes the change of entrance system to high schools or vocational schools, the atmosphere of the society, and parents’ opinion and value towards the entrance system. The other one is that the minority students in remote area are limited by economic and cultural inferiority.
3. The precise content of “Adaptive Talent Development” as central ideal of 12-year Basic Education should be clarified.
4. The applicability of “Adaptive Talent Development” as central ideal of 12-year Basic Education falls on “talent exploring”, “talent developing”, and “helping students find out their interests.”
5. The practice of “Adaptive Talent Development” as central ideal of 12-year Basic Education can promote students’ multiple performance, talent development, and this can break the social value of “score-first” myth.
6. Alternative learning periods can be used to design cross-regional vocational education and develop ideal schools to develop strategies of common ideals and this might eliminate the difficulty of 12-Year Basic Education.
7. To examine the Adaptive Talent Development policy of 12-Year Basic Education, the effect still needs more effort to enhance.
The suggestions are as follows:
A. For Educational Administrative Institution.
B. For Schools that practice 12-year Basic Education.
C. For further studies.
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