偏遠地區國民中學課程實踐生態與教育機會現況之實地調查研究

Abstract

學校的課程實踐關係著學生的學習機會，更反映出學校教育的品質，面對九年一貫 課程改革的挑戰，懷抱落實教育機會實質均等、實現社會正義的理想，本計畫「偏遠地 區國民中學課程實踐生態與教育機會現況之實地調查研究」，特別針對全國偏遠地區之 國民中學，以實地訪談調查為主，輔以問卷調查和文件分析，進行為期兩年的大規模田 野調查研究，以期充分掌握偏遠地區國民中學的課程實踐生態與學生所享有的教育機 會，據此，本研究的目的包括： （一）探討學校課程實踐生態對落實教育機會均等的意義。 （二）瞭解各縣市提升偏遠地區學校課程實踐、促進教育機會均等的相關措施。 （三）瞭解偏遠地區國民中學學校課程實踐生態與教育不利現況。 （四）瞭解偏遠地區國民中學學校課程實踐的內涵與困境。 （五）瞭解偏遠地區國民中學學校課程實踐所提供的學習機會與教育品質。 （六）建構台灣偏遠地區國民中學課程實踐生態與教育機會之整體圖像，提供相關教育 政策制定與推動之參考。

reflect the quality of education that schools provide for students. Confronting the implementation of the newly reformed Curriculum Guidelines for Compulsory Education (1-9), with the attempt to explore the practice of 「equality of educational opportunity」 and to test the ideal of 「social justice,」 this study is intended to conduct a two-year, large-scale field study to understand the curriculum practices and educational opportunities in rural junior-high schools. Applying the methods of investigative interviews and a questionnaire survey, and document analysis, this study is designed to grasp the school ecology for curriculum practice and the opportunity for student to learn at junior-high schools in rural areas in Taiwan. Therefore, the purposes of this study include: (1) To explore the meaning for school curriculum practice to the quality of educational opportunity; (2) To understand the related policy or the accesses to resources that local government provided for rural junior-high schools for enhancing their curriculum practice and educational opportunity; (3) To understand the school ecology for curriculum practice and the conditions of educational disadvantages at rural junior-high schools; (4) To understand the actual content and the real difficulties that embedded in their curriculum practices among rural junior-high schools; (5) To understand the educational opportunity as well as the educational quality provided within the curriculum practices of rural junior-high schools; and (6) To provide a holistic understanding and overall picture of the school ecology for curriculum practices and educational opportunities of the rural junior-high schools in Taiwan as a reference for policy decision makers.