疫情下遠距教學對差異群體教育公平的影響之探討

Study on Education Inequality of Differentiated Groups in Remote Learning During COVID-19

在全球疫情大流行中，各種層級的學校教育被迫快速且大量地移往遠距教學的形式。有關教育工作者和學生如何回應學校教育的目的和實踐，以及學校教育在面對重大社會變遷時，學校教育機構的教育公平性議題之進展值得正視。因此，本文聚焦於探究疫情下公民動員決策的公平性疑義，以彰顯防疫下政策作為+不同角度的偏誤；接續，從公平性的維護來考量學校教育中的差異群體，在疫情底下所被迫面對之困境；最後，希望學校教育能確實從教育提供的起點，即展開差異群體的納入原則基準，正視差異群體的處境並維護其權益。

In the COVID-19 pandemic, schooling systems across all levels have been forced into remote teaching dramatically and massively. It is critical to examine how education practitioners and students have responded to the goals and practices of schooling, and the progress of education equity issues in educational institutions against the background of such significant social change. Therefore, this article first focuses on the controversy of equity in the policy of citizen mobilization in times of pandemic, to underline the errors of different pandemic measures. Second, scrutinize the challenges faced by group differences in schooling in the context of the current pandemic from the angle of educational equity. Finally, we urge schooling systems to introduce the principle of inclusion of group differences from the very beginning of education provision. By so doing, the existing conditions of group differences can be recognized and the rights of different groups can be supported.