探討分流對學習心理發展之評析：以德國分流中等教育為例

The Effect of an Educational Tracking System on Students’ Psychosocial Development: A Review on the Germany Case

分流教育普遍實施於現今各國中等教育系統，其中以德國分流制度較為嚴謹。近年來，德國16邦採用多元分流制度，改變了德國傳統分流方式，因此，本研究旨在探討德國分流脈絡及其近代分流制度，並以兩個層面（「大魚小池效應」與分流整體總效應）探討分流教育如何影響學生心理發展。根據這兩個層面的長期追蹤研究指出，文理高中學生較易產生負面自我概念以及學業焦慮。本文縷析近代德國分流制度演化以及相關研究，提出值得臺灣教育界人士借鏡與學習之處，並於文末建議未來研究可參考資料庫如「臺灣教育長期追蹤資料庫」或「臺灣學生學習成就評量資料庫」，進一步探討分流教育對學生心理發展的影響。

A tracking practice is commonly implemented in secondary schools in the world. In comparison with other educational systems, Germany has a rigid tracking system. In recent decades, Germany has made educational reforms. The current tracking system allows students to select different tracks in 16 states. This present study reviewed the history of tracking and the recent tracking system in Germany. Furthermore, this study reviewed the big-fish-little- pond-effect and the overall effect of the tracking system on students’ psychosocial development. Longitudinal studies suggested that the students in Gymnasium schools (i.e., academic-oriented schools) tended to develop negative self-concept and school-related anxiety. Based on this review study, it is worthwhile for Taiwanese educationists to borrow some ingredients from Germany’s tracking system and empirical findings to reflect the current tracking system in Taiwan. We also suggest that future research could use the Taiwan Education Panel Survey or Taiwan Assessment of Student Achievement to examine the effects of tracking on psychosocial development in Taiwan.