毗鄰實驗教育學校之外溢競爭與偏鄉小校韌性治理：以臺灣東部一所國小為例

Spillover Competition from Adjacent Experimental Education Schools and Resilient Governance of Small Rural Schools: A Case Study of an Elementary School in Eastern Taiwan

實驗教育三法推動多元辦學的同時，也對區域內毗鄰學校產生顯著的招生競爭與資源排擠壓力。本研究以韌性治理為視角，採質性個案研究法，探討一所毗鄰實驗教育學校之偏鄉國小，如何在外溢衝擊下由生存危機走向系統調適。研究發現，外溢競爭具備可檢核的時間序列特徵，並透過招生與資源的量變，迅速穿透為信心與士氣的質變，導致個案學校一度面臨新生銳減至3人的治理危機。在調適歷程上，學校並非採取單點回應，而是透過三項機制的動態演進形成韌性：首先，信任修復在預備期穩住了瀕臨崩解的支持結構；其次，品質訊號再建構在回應期具體化了學校價值，降低外溢雜訊；最後，資源再配置在適應期將偶發支持轉化為制度化的生態網絡。三者依序接力，共同支撐學校形成止跌回升的脆弱平衡。本研究具體化了外溢競爭的生成與轉折，並提出補償性支持與區域生態平衡之政策建議。

While the enactment of the“Three Experimental Education Acts”has promoted diverse schooling models, it has also generated significant spillover effects that intensify competition for enrollment and resources among neighboring schools. Adopting a resilient governance perspec¬tive, this qualitative case study examines how a rural elementary school in eastern Taiwan, adjacent to a rapidly expanding experimental school, transitioned from a survival crisis to systemic adaptation.
The findings reveal that spillover competition follows a traceable temporal trajectory, where quantitative shifts in enrollment and resourc¬es rapidly escalate into qualitative crises of confidence and morale, once causing the case school’s new student enrollment to drop to three. The study identifies a dynamic trajectory of resilience driven by three inter¬locking mechanisms: (1) Trust Repair, which stabilized the fragile sup¬port structure during the preparatory phase; (2) Quality Signal Recon¬struction, which materialized school value to counter information asym¬metry during the response phase; and (3) Resource Reallocation, which institutionalized sporadic support into a sustainable ecological network during the adaptation phase. These mechanisms operated sequentially to support a fragile yet discernible recovery. This study contributes by concretizing the formation of spillover effects and offering policy recommen¬dations for compensatory support and regional educational equilibrium.