從Freire的對話教育哲學檢視國中適性入學機制

Examining the Junior High School Adaptive Admission Mechanism through Freire's Dialogical Pedagogy

本文以Freire對話教育哲學，檢視當前國中適性入學機制。適性入學重視學生個別差異，提供多元升學選擇，實現教育公平。過程中仍存挑戰，如學生聲音被覆蓋及分數至上的決定機制，使公平性與適性發展受質疑。Freire批判儲存式教育，強調教育應透過對話促進批判意識，使學習者成為知識與社會變革之主體。然，入學制度下，學生聲音常被忽視，選擇權受家長與社會價值主導，且學科成績仍為主要篩選標準，限制學生多元發展。本文建議應加強參與式教育，強化學生、家長與學校間對話，提升升學政策理解與認同，減少考試的單一篩選標準，建立更公平的教育制度，實現適性教育理念。透過對話與公平機制之優化，方能讓學生在自主參與中成長，達到教育公平與社會正義之目標。

This study aims to examine the current adaptive admission mechanism in junior high schools using Freire’s dialogue pedagogy. Adaptive admission emphasizes individual differences among students, provides multiple options for further education, and achieves educational fairness. However, challenges remain in the process, such as students’voices being drowned out and a decision-making mechanism that prioritizes scores, which raises concerns about fairness and adaptive development. Freire criticized the accumulation of education and emphasized that education should promote critical awareness through dialogue so that learners become the subject of knowledge and social change. However, under the admission system, students’voices are often ignored, and parents and social values dominate the right to choose. In addition, academic performance is still the main screening criterion, which limits students' diverse development. It is necessary to strengthen participatory education and promote dialogue among students, parents, and schools. At the same time, enhancing understanding and acceptance of secondary education policies, reducing reliance on exam-based screening, and building a fairer system are essential to realizing the goals of adaptive education. Through dialogue and optimization of fair mechanisms, students can grow through autonomous participation, achieving the goals of educational fairness and social justice.