台灣初等教育品質管理機制與省思

Reflection on the Mechanism of Quality Management in Taiwan’s Primary Education

本文主要目的在省思台灣初等教育品質管理情形，並試圖建構符合國情之機制。透過文件分析法、實地參與會議運作、台灣學生學習成就評量資料庫、縣市調查與國際比較，探討近10年來台灣初等教育品質管理的作法，在時間上指1999年至今，期間又可分為《地方制度法》公布至九年一貫課程實施之前；九年一貫課程逐步實施期；及九年一貫課程全面實施期等三期。本文闡述與歸納中央與地方三個時期具體使用的品質管理作法，並省思初等教育品質管理之理念基礎、層級權限、政策工具、回饋評估等四方面，最後，提出以「學生—脈絡」為中心的教育品質管理機制，供政府施政與後續研究之參考。

This article is a critical reflection on the quality management and an attempt to build up a mechanism of Taiwan's primary education. By means of document analysis， meeting， survey and comparing， we study the quality management of primary education in Taiwan in the span of 10 years (1999-2009) in three stages: The first stage begun with the announcement of Local Government Act and with the pre-enforcement of curriculum of the grades (1-9 grade). The second stage is a gradual enforcement in grade 1-9 curriculum. The third stage is a total enforcement in grade 1-9 Curriculum.
Our study attempts to generalize specific ways of quality management taken by both the central and the local authorities. Based on the analysis of the quality management of primary education， we are able to reflect in depth its philosophical foundation， the division of authority， the adoption of policy tool， and feedback and evaluation. The final part is our proposal of the concept of ＂student as the center of education＂ to be the foundation of the mechanism of quality management.