偏鄉公立學校之轉型新路？解析《學校型態實驗教育實施條例》

A New Path for Rural Area Schools Transformation? Analysis of “Enforcement Act for School-Based Experiment Education”

實驗教育三法公布實施，具時代意義與價值。其中，《學校型態實驗教育實施條例》賦予偏鄉公立學校得排除現行法令及體制限制，依據特定教育理念，辦理學校型態實驗教育，讓學校有更大創新空間，得以藉法規鬆綁轉型發展。
本研究採用文獻分析法，針對《學校型態實驗教育實施條例》進行內容分析，據以洞察本條例對偏鄉公立學校發展之可能影響，包括有助於政府重視偏鄉小校問題、開啟學校特色發展新路、開創多元教育風貌、促進學校與社區協作共榮等契機；以及教育人員資格與進用方式未鬆綁、缺乏教師專業發展支持規劃、無法避免在地化建構之內外在矛盾等限制。最後，分向教育主管機關與學校提出建議作為，以供政策修正及偏鄉學校轉型參考。

The proclamation of the three laws regarding experimental education, have epoch-making significance. Of these three, the law《Enforcement Act for School-Based Experiment Education》provides more freedom in which rural public schools can innovate and experiment.
This study analyzes the law “Enforcement Act for School-Based Experiment Education” by document analysis of the law and relevant documents, to understand and discuss the impact on rural public schools. The impact includes both opportunities and restrictions. Opportunities include attracting government attention to educational difficulties in rural areas, opening a new path for public school transformation, creating multiple educational styles through innovation and experimentation, and encouraging cooperation between schools and the community. Restrictions include schools being unable to select the most suitable educators, a lack of support for teachers› professional development, and the internal conflicts inherent in the process of experimental education. Finally, the study provides recommendations to the pertinent educational authorities,and concerned schools.