高中行政與教師推動學習歷程檔案的政策行動者角色分析

The Policy Actors of Administration and Teachers of the Academic Portfolio in Senior High Schools

自實施新課綱以來，強調學習者為中心之全人教育，在考試引導教學環境下，為銜接新課綱教育理念，教育部推動高中學生學習歷程檔案政策作為大學申請入學重要審查資料，期望高中生記錄三年學習過程，真實展現個人特色與學習反思，協助生涯探索及定向，本研究透過Ball等人（2012）提出之政策施展理論中的政策行動者角色觀點，經文獻探討分析並歸納學校行政人員與教師在學習歷程檔案推動中所扮演的主要角色，並提出學校推動學習歷程檔案三大行動者策略：一、講述者和倡議家扎根「WHY」基礎。二、熱衷者與轉譯者強化「HOW」功能。三、辦事者結合外部者發揮督導機制。

Since the implementation of Taiwan general guidelines of the 12-year basic education curriculum, emphasizing learner-centered holistic education within an exam oriented teaching environment, the Ministry of Education has promoted the policy of high school students’ academic portfolios as crucial evaluation materials for university admissions, aligning with the educational philosophy of Taiwan general guidelines of the 12-year basic education curriculum. The ministry expects high school students to document their three year learning journey, authentically showcasing individual characteristics and reflective learning, thereby assisting in career exploration and direction. This study adopts Ball et al.’s theory of policy enactment and the perspective of policy actors, explores and analyzes the roles of school administrators and teachers in promoting academic portfolio implementation through literature review. The research summarizes three major strategies for school actors in promoting learning portfolios: 1. Narrators and entrepreneurs establish the foundation of “WHY.” 2. Enthusiasts and translators strengthen the functionality of “HOW.” 3. Transactors combine with outsiders to implement supervisory mechanisms.