教育政策之過程模式分析-- 以我國「常態編班」政策之法制化為例

An Analysis of the Process of Educational Policy-An Example Based on the Legislation of Normal Grouping in Elementary and Junior High Schools

現階段的教育改革，對二十一世紀我國的自我定位、社會意識的凝塑、未來新文化的建立及國家競爭力的發展，都有關鍵性的影響。在教育政策的發展與制定過程，已逐漸加入社會多方人士的聲音與參與，並積極的朝向「政策法制化」的理想發展。某國中教師為了替該校後段班的學生請命所採取的抗爭方式，著實震撼人心，也為政策的獲得注意與制定，打開了政策制定的「機會之窗」；後來，她的訴求終於得到教育部長善意的回應，允諾在一個月內有所改善：全面恢復常態編班。這長久以來的老問題，如何扭轉局面，重新獲得社會大眾的注意，其時空背景條件之演變，值得吾人省思。最後，從現實面來看，在政策施行的過程中，由於時空環境與人事物的不同，加上價值觀念與各方權力的拉扯、競爭，造就政策執行結果的分歧是可預見的。

The current educational reforms have great infl uences on Taiwan’s identifi cation， social consciousness， new culture of the future and national competitiveness. In the process of educational policies， lots of people have participated in the game and tried hard to head toward the legislation of policies. Th at some junior high school teacher protested about the “ability grouping” in schools had been stunning to the whole society and thus opened the “window of opportunity.” Later， the minister of education replied her assertion and promised to implement the “normal grouping” policy. The old and endless problem is absolutely worth our refl ection and attentiveness. Finally and practically， we can foresee the varied outcomes of the policy because of the interaction of the values， powers and competitions between implementers， stakeholders and policy actors.