The Study of School-Based Experimental Education in Taiwan: The Cases of Schools of Experimental Education in Taichung City

• Main Authors: Chih-Sian Lin, 林致憲
• Other Authors: 袁鶴齡
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/m76942

碩士 === 國立中興大學 === 國家政策與公共事務研究所 === 106 === During the development of school-based experimental education, the fastest growing ones are the schools publicly owned and operated due to the “Three-type acts of experimental education” passed by the Legislative Yuan in the late 2014. Before the acts being passed, public schools can only have limited innovation and reform as restricted by the regulations, which contradicts with the present education highlighting diversity and innovation; while the pass of the acts renders the public schools opportunity of transforming into the school with experimental education which offered a gleam of hope to those facing closure to promote Mixed-Age Class Teaching and localized courses in order to reverse the traditional education type and turn around the disadvantage of rural education. In Taichung, under the aggressive promotion of experimental education by Taichung City Government, there are presently three publicly owned and operated experimental elementary schools, namely Dong-Bian Elementary School and Zhong-Keng Elementary School that implement innovative mixed-age class teaching, and P`uma Elementary School that is the first aboriginal experimental elementary school. On the other hand, there is also a privately owned and operated school that is the first one established in Taiwan, Leichuan Waldorf School. The purposes of this study are to explore the motivation that renders the school of the case study transforming into a school-based experimental education and the impacts on the implementation of experimental education due to the different designs of the system, as well as to understand the effect of school-based experimental education in Taichung. The study was conducted by qualitative research and the data collected was analyzed and summarized mainly through case study and in-depth interview as well as supplemented by document analysis. The findings are: 1. the transforming motivations are different between publicly and privately owned and operated experimental schools; 2. publicly and privately owned and operated experimental schools faced different challenges during their transformation; 3. the direction of policy regarding school-based experimental education is not really specific; 4. the privately owned and operated experimental school has re-organization upon the increasing of administrative operations; 5. both publicly and privately owned and operated experimental schools emphasize the cultivation of professionalism for the front-line staffs; 6. the experimental schools have provided their students with opportunities for diversified developments. Through the cross verification between theory and the case, this research has the following recommendations regarding school-based experimental education in Taiwan: 1. before transforming to the school-based experimental education, the school should hold clear education concepts; 2. they should be able to form the strategic alliance based on the specific concept; 3. the government agency should be cautious regarding the establishment of an experimental school; 4. the government can assist the teacher cultivation for experimental education.