臺灣公立高中雙聯學制之研究──以三所公立高中為例

Research on Double Degree Programs in Taiwanese Public High Schools - The Cases of Three Public High Schools

西元2020年，教育部頒布《中小學國際教育白書2.0》後，將雙聯學制也納入臺灣中小學國際教育的範疇當中，且截至西元2021年，至少有21所公立高中已正式實施雙聯學制。雙聯學位是由兩個或是多個不同國家的機構，提供銜接課程和學分採認機制的一種合作學位的計畫，其功能在於提升國際學術流動、改善教育品質、提升學術機構能見度，以及協助升學等面向。隨著日益國際教育，與雙語政策的興起，中小學對於雙聯制度的需求將有增無減，也顯現雙聯學制的重要。因此，本研究採個案研究法，以三所公立高中為研究對象，旨在探討臺灣公立高中雙聯學制的動機與目的、雙聯學制的運作模式、教學安排與規劃，以及面臨之議題與挑戰，並藉由半結構式訪談法與文件分析法，針對研究目的與問題進行分析。研究結論為（一）配合政府國際教育政策為主要動機；（二）提升英語與國際化課程，及國內外頂尖大學升學為主要目的；（三）雙聯學制運作模式，合作對象的篩選受官方引介與對方聲譽影響較深；以升學優勢科目為主要課程和招收學生標準；實體課程師資以臺灣公立高中或在臺教育機構安排為主；（四）雙聯學制之教學規劃與安排，班級經營因地制宜，發展不同班級經營模式；（五）雙聯學制面臨之議題，與歐美國家單向交流為主；雙邊學術品質與合作相關法規，未有相關保障與檢視；自由商品與補助機制並行。

After the publication of White Paper 2.0 on International Education for Primary and Secondary Schools, numerous policies have been discussed by schools in Taiwan. Moreover, double degree programs (DDPs) are categorized as one of the strategies to achieve those policies. From 2017, many Taiwanese public high schools have started DDPs, and at least 13 public high schools operate DDPs until 2020. While the research on double degree programs in higher education has been extensively investigated, the research on DDPs in high school is relatively unexplored. Taking three Taiwanese high schools as examples, this paper aims to have better understanding on the motivations and purposes, the details of arrangements, as well as the issues that Taiwanese high school double degree programs face. The case study method is along with the semi-structured interview, and the document analysis to analyze the main questions of this research. The main findings include 1. The motivations: replying the need of the student enrollment and the need of studying abroad, complying governments’ education policies; 2. The purposes: providing diversified-international and English courses, as well as increasing the number of students admitted to top universities at home and abroad; 3. The operating modes: the main concern of the partners is deeply affected by the official referral and the reputation of the partner, the preparatory subjects are the main courses and the standard of DDPs enrollment, and teachers are arranged mainly by Taiwan public high schools or educational institution in Taiwan; 4. The teaching arrangements: different ways of the class management are developed; the evaluation and the accreditation of DDPs courses are established under the principle of mutual trust; 5. The issues of DDPs: European countries and North-American countries are the main partners, the quality assurance and the recognition of qualifications are not guaranteed, DDPs as the commodity and subsidy mechanism are operated simultaneously, and legitimacy are not confirmed carefully.