| 關 鍵 詞： |
後現代；另類教育；實驗教育；實驗教育三法 |
| 中文摘要： |
2014 年臺灣通過「實驗教育三法」後，實驗教育如雨後春筍般出現。然，一窩蜂地申辦實驗教育，卻也出現諸多問題。凸顯出後現代崩解客觀理性、去中心化，強調解放與多元，卻陷入現代主義與後現代兩者辯論弔詭情節中。
基此，本研究從後現代的重要論述說起，並針對臺灣實驗教育進行分析。接著，從後現代視角檢視實驗教育的發展，發現實驗教育三法雖促進臺灣教育型態多元化，卻有諸多問題及待改善之處。因此，提出我國實驗教育再建構之策進作為：開放胸襟，持續關注「他者」需求或經驗；以教育理念為發展根基，保障學生受教權；建立長期評估及追蹤機制，改善並評估執行綜效；提升教師專業，落實評鑑機制。
|
| 英文關鍵詞： |
Post-Modern；Alternative education；Experimental Education；Three Types of Experimental Education Act |
| 英文摘要： |
After passed the “Three Types of Experimental Education Act” in 2014, experimental education has sprung up. However, there are many problems in handling experimental education. It highlights when postmodern disintegration of objective rationality, decentralization, and emphasize emancipation and pluralism, but it is caught in the paradox of the debate between modernism and postmodernism.
Based on this, this research starts with important post-modern expositions and analyzes Taiwan’s experimental education. After examining the development of experimental education from a postmodern perspective, I found that although the Three Types of Experimental Education Act promote the diversification of education in Taiwan, there are many problems and areas have to improved. Therefore, the promoting strategy for the reconstruction of experimental education in our country is proposed: open-minded, keeping paying attention to the needs or experiences of the “other”; taking educational philosophy as the foundation for school development and students’ rights of education; establish a longterm evaluation and tracking mechanism to improve and evaluate the effectiveness of implementation; enhance teachers’ professionalism and implement the evaluation.
|
| 目 次： |
壹、前言
貳、後現代的重要論述
一、解構，去除真理霸權
二、反對工具理性，重視主體意識
三、重視小型論述，避免宰制
四、尊重多元、包容差異
參、從後現代觀點檢視臺灣實驗教育發展
肆、實驗教育再建構之策進作為
一、開放胸襟，持續關注「他者」需求或經驗
二、以教育理念為發展根基，保障學生受教權
三、建立長期評估及追蹤機制，改善並評估執行綜效
四、提升教師專業，落實評鑑機制
伍、結語
|
| 相關法條： |
 |
| 相關判解： |
|
| 相關函釋： |
|
| 相關論著： |
|