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篇名 |
補救教學政策之國際發展趨勢分析
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並列篇名 | Global Trends on Educational Policies about Remedial Teaching |
作者 | 鄭勝耀、侯雅雯 |
中文摘要 | 自1970年以來,針對弱勢學生所進行的補救教學政策普遍被世界各國視為是「確保教育公平」與「彰顯社會正義」的重要教育作為之一。值得注意的是,自歐盟(EU)2010年的「歐洲2020策略」與經濟合作發展組織(OECD)2012年的《教育的平等和品質:支持弱勢學生和學校》報告書,到聯合國教科文組織(UNESCO)2015年的《邁向教育2030:仁川宣言與行動框架》,都一再強調教育是一項公共事業,也是消除貧窮和促進就業的關鍵,必須保障、尊重、包容與保護基本人權和文化/語言/民族多樣性,才能實現以優質教育、教育公平、終身學習、永續發展為目標的全球全民教育。由上述國際組織的政策可知,「包容」、「公平」與「品質」是促進教育發展之核心,不僅國際組織戮力呼籲改善教育不公平現象,教育公平之實現與維持也需仰賴各國政府對於補救與提升弱勢學生學業成就的合理政策執行。爰此,本研究將透過既有教育文件與政策進行分析,針對美國、英國、德國、法國與澳洲等國家有關補救教學政策的規劃、運作與修正,探究其國際發展趨勢,進一步歸納出以省思「補救教學」一詞的使用、重新思考補救教學的適用對象、補救教學目的應同時具備大學與職場準備度、調整補救教學的實施階段、多元的補救教學實施方式、加深加廣補救教學的學習內容、深化補救教學的師資培育、強化補救教學與親職教育的關聯與反思補救教學的成效與挑戰等九個面向,期能做為臺灣在進行弱勢學生教育與補救教學政策之相關借鑑。 |
英文摘要 | Since 1970s, how to focus on the learning of disadvantaged students and the remedial teaching has been regarded as one of the major educational policies to ensure the educational equity and social justice. Recently, following EU’s Europe 2020 Strategy in 2010 and OECD’s Equity and Quality in Education. Supporting Disadvantaged Students and Schools in 2012, UNESCO and World Bank releases an announcement on Education 2030: Incheon Declaration and Framework for Action during the 2015 World Education Forum. According to the Incheon Declaration and Framework, it emphasizes that education is a public good to decrease the poor and increase job-finding, and we need to protect, respect and include basic human right and the diversity of cultures, languages, and ethnicities in order to implement global citizenship full of high quality education, educational equity, life-long learning, and sustainable development. Moreover, we know that inclusion, equity, and quality are the core to improve the inequality of education and society along with the implement of educational policies about remedial teaching. To clarify the research questions, we mentioned above, the principal investigators collect and analyze the current educational policies on remedial teaching among the United States, United Kingdom, Germany, France, and Australia to combine some global trends of remedial teaching. The researchers conclude findings including rethink the usage of remedial teaching, redefine the participants of remedial teaching, reset the goals of remedial teaching on both college and career readiness, readjust the implement period of remedial teaching, redesign the multiple approaches of remedial teaching, enlarge the contents of remedial teaching, activate the teacher education of remedial teaching, strength the connection between remedial teaching and parent education, and reflect the outcomes and challenges of remedial teaching. As the result, the researchers hope to provide some feedback and suggestions to the current educational policies on remedial teaching in Taiwan. |
起訖頁 | 052-064 |
關鍵詞 | 仁川宣言、弱勢教育、教育公平、補救教學、Incheon Declaration、remedial teaching、education equity、disadvantaged student |
刊名 | 教育研究月刊 |
期數 | 201709 (281期) |
出版單位 | 高等教育出版公司 |
DOI |
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該期刊 上一篇
| 用優質教育來幫助弱勢學生的《仁川宣言》 |
該期刊 下一篇
| 學校型態實驗教育對接未來的創新取徑 |