偏鄉小校推動學校型態實驗教育：從契機到實踐的困境與出路─以臺東縣為例

Implementation of School-style Experimental Education in Remote-area Schools: From Turning Point to Obstacle and Way Out of Practice—Take the Taitung County as Example

本文主要以臺東縣的偏鄉實驗教育為例，探討《學校型態實驗教育實施條例》公布後，偏鄉小校從契機到實踐過程中所顯現出的困境和可茲參採的解決策略。首先，針對臺東縣所啟動的四種類型的學校型態實驗教育的理念與現況，做一簡要概述，在困境部分歸納出：偏鄉實驗學校的專業人力不足，影響課程教學的研發創新；偏鄉實驗學校的經費補助不一，影響實驗教育的持續發展；偏鄉實驗學校的校園氛圍直接影響實驗教育的創新發展；偏鄉實驗學校未與公、私立機構協力發展，影響實驗教育的進度與成效；偏鄉實驗學校課程能彰顯實驗教育理想，但實際運作出現選擇性的簡易等五項。接著，本文提出五項解決策略。最後，綜以結語。

This study mainly treats remote-area experimental education in Taitung County as an example and explores the obstacles and models of solution in remote area schools from turning point to practice after the announcement of regulation on implementation of school-style experimental education. First, regarding concepts and current situations of 4 types of school-style experimental education launched in Taitung County, this study briefly introduces them and generalizes the following obstacles: lack of professional manpower in remote-area experimental schools influences R&D innovation of curriculum instruction; different budgets and subsidies of remote-area experimental schools influence sustainable development of experimental education; campus atmosphere of remote-area experimental schools directly influences innovative development of experimental education; remote-area experimental schools do not cooperate with public and private institutions and it influences progress and outcome of experimental education; curriculum of remote-area experimental schools reveals ideal of experimental education. However, in real operation, there are five aspects such as simplicity of option. Moreover, this study proposes 5 strategies of solution. Finally, this study proposes the conclusion.