從教育社會學的觀點檢視十二年國民基本教育政策

Exploring the Twelve-Year Public Education Program from the Perspective of Sociology of Education

本文從教育社會學的觀點，檢視十二年國民基本教育政策。十二國民基本教育政策的目標主要是：一、提升國民素質；二、促進教育機會均等；三、縮小教育落差；四、紓緩升學壓力。但是，由於後期中等教育的就學率已達95%，可以提升量不大。就「量」而言，實施國民基本教育政策對於達成四大目標的幫助不大；就更重要的「質」而言，目前提出的高中職優質化方案，並無法有效改善高中職學生素質，加上明星高中與高中職分流依舊存在，對於達成四大目標的幫助也不大。不過，補助弱勢學生學費，雖然對於降低家庭收入的影響有所助益，但卻無法改善父母教育、職業不同所帶來的教育機會不均等。針對十二年國民基本教育政策，本文提出下列建議：一、打破明星學校迷思；二、廢除高職，延後教育分流；三、低社經背景弱勢學生補救教學。

In this paper， researchers explore the Twelve-Year Public Education Program from the perspective of sociology of education. The main goals of the Twelve-Year Public Education Program are as follows: First， to promote civil quality; Second， to improve equality of educational opportunities; Third， to shrink the educational gap; Fourth， to release the stress of entrance high school. Because there are 95% of enrollment rate of post-secondary education now， it cannot promote the quantity too much. Authors argue that in regards to the “quantity，” it is not helpful to enforce the Twelve-Year Public Education Program to achieve the goals. On the other hand， in regards to the more important “quality，” authors contend that the High School Superior Quality Program is ineffective in improving high school students’ quality， and famous senior high schools and tracking of secondary education still remain. Therefore， it is not very helpful in achieving the goals， either. Nevertheless， it is helpful to subsidize disadvantaged students’ tuition which decreases the effect of family income， but it cannot decrease the inequality of educational opportunities influenced by parents’ education and occupation. In regards to the Twelve-Year Public Education Program， this study provides some suggestions; First， to break the myth of famous high schools; Second， to abolish vocational high schools and to delay tracking; Third， to offer remedial instruction for disadvantageous students who are low socioeconomic background.