實驗教育三法後台灣另類學校發展初探

A Preliminary Study on Development of Alternative Schools in Taiwan after the Implementation of Three Experimental Education Regulations

從第一所體制外學校――森林小學的成立到現在，台灣另類學校已經走 過超過二十年的歲月。另類學校的成立，除了是一種家長對於教育選擇權的 伸張，也是一個國家民主與自由的進步性象徵。本研究希望通過整理及統計 台灣另類學校（實驗學校）的資料，以供大眾了解台灣另類教育的最新圖像。 台灣另類學校基本特徵包括學習者中心理念、整體性人類圖像、主動建構性 學習、開放性參與組織、平行溝通師生關係以及自由民主教育哲學。在實驗教 育三法通過之後，台灣的實驗學校如雨後春筍。根據統計資料，台灣另類教 育，即將迎來蓬勃發展及百花齊放的時期。從這個發展趨勢來看，台灣另類教 育，基本上完成了它所承載的『另類』的歷史使命，而『實驗』 教育將接過 這份歷史任務，突破慣性思維，再以教育實驗成果來回應種種社會需求。

It has been more than twenty-years since the establishment of the first alternative school in Taiwan. The establishment of alternative school is not only an exercise of parents’ right in choosing education for their children， but also a symbol of democratic and freedom of one country. This study intends to collect and consolidate data of all alternative schools (experimental schools) in Taiwan for the public to understand the latest development. The common characteristics for alternative schools in Taiwan are learners-oriented idea， holistic concept， active-constructivism learning， open-involvement organization， parallel-communicated students-teachers relationship and free-democratic educational philosophy. After the implementation of three regulations regarding experimental education， alternative school in Taiwan increased rapidly. From the statistical results， the alternative education in Taiwan can be foreseen as highly-flourishing-growth era. Based on this trend， it can be said that the “Alternative” education has accomplish its historical mission while “Experimental” education will be taking over the mission to think outside of box and respond to the social needs with its experimental result.