自然美感經驗取向的教師專業發展

<p>教師專業發展的相關理論與實踐多集中於教育專業知能的提升，甚少關心教師的生活品質與生命提升，教育美學也很少觸及教師專業發展，未有將自然美感經驗融入教師專業的研究。本研究旨在以文獻分析法，輔以訪談法，探討自然美感經驗取向的教師專業發展之意涵、功能與實施方式。自然美感經驗取向的教師專業發展之意涵在透過自然美感的欣賞，豐富教師的生活與生命經驗，啟發教師對於生活、教學、教師志業、生命意義等靈性方面的省思，進而提升教師的專業能力。其功能有六項：提升主動進行教師專業發展的意願、提供課程與教學創新的源泉、促進教師的班級經營能力、提供生理與心理治療的效果、強化環境教育素養、提升生命品質，培養生命的智慧。本研究最後並提供一些具體的實施原則與建議供中小學參考。</p> <p>&nbsp;</p><p>Theories and practices of teachers’ professional development almost focus more on improvement of educational profession knowledge than life of teachers. Researches of educational aesthetics seldom apply natural aesthetic experiences on teachers’ professional development. This study aims at using literature analysis as the method, supplemented by interview, to inquire the meaning, function and implementation of teachers’ professional development based on natural aesthetic experience. The meaning of this approach is to enrich teachers&rsquo; life experience, and enlighten their reflection on daily life, teaching, vocation, and life meaning, then can improve professional competence further more. There are six functions of teachers’ professional development based on natural aesthetic experience as: improving the will to engage teachers&rsquo; professional development actively; affording the resource of innovation ideas on curriculum and teaching; improving competence of classroom management; affording effects on physical and psychological therapy; enforcing literacy of environmental education; promoting quality of life and life wisdom. Finally, this study also provides some principles and suggestions of implementation for elementary and junior high schools.</p> <p>&nbsp;</p>

《臺灣蕃人事情》報告與日治初期官方原住民教育政策的形成

<p>本文主要目的在於從《臺灣蕃人事情》報告，來看日治初期官方原住民教育政策之形成。《臺灣蕃人事情》是民政部事務囑託伊能嘉矩和粟野傳之丞呈給民政長官後藤新平的覆命書，此覆命書係為實施蕃人教育預作準備。本書大部分內容由人類學調查所組成，可作為從人類學的角度看待教育的特殊視角。在蕃人教育措施準備上，覆命書中提及針對各族原住民「開化發達」的程度不同，給予適當之教育措施。對照日本總督府隨後原住民教育政策之發展，覆命書確實有其若合符節之處，也有差異之處。會有差異之處的原因，在於殖產部門所管轄的原住民區域，發展出與文教部門不同的原住民教育措施。</p> <p>&nbsp;</p><p>The main purpose of this article is to analyze the relation between the formation of the official indigenous education policy in the early period of Japanese colony and the report &ldquo;The History and Custom of Taiwan Indigenous Peoples &quot;. &ldquo;The History and Custom of Taiwan Indigenous Peoples &ldquo;was the official report for the Chief of the Civil Affairs, Goto Shinpei, by two officials of Department of Civil Affairs, Ino Kanori and Suo Chuanji. The purpose of survey was the preparations for educating indigenous peoples. Most part of this report was based on field study, which could help to see education from an anthropological perspective. For establishing an education system for indigenous peoples, it divided to the different levels of civilization of each different ethnic group of indigenous peoples, and then gave each an appropriate education. Comparing the subsequent development of the indigenous education system that Taiwan Governor’s Office of Japanese initiated, it found there were some similarity and difference between the official report and the practical policy. The reason for the difference based on the development of indigenous educational policy that was different from the educational unit in the indigenous areas under the jurisdiction of the developmental department.</p> <p>&nbsp;</p>

偏鄉學校變革之挑戰教育優先區─成功專案推動歷程研究

<p>本研究以參與「教育優先區─成功專案」之四個區19所國中小為研究對象，透過文件分析及質性訪談，分析成功專案籌備及實施第一年期間（2014至2015年）在四個區的運作情況。研究旨在探討專案學校如何推動成功專案、剖析成功專案在多大程度上促進改變，及阻礙改變產生的因素。研究發現區計畫書的經費配置取決於規劃者對基本學力的重視程度，區計畫書規劃策略深受學校行政教學分工及教育優先區計畫執行經驗之影響。成功專案在區層級所產生的改變為促進區內學校的交流與對話，在學校層級觀察到的改變則是調整補救教學實施和促進弱勢家長參與策略。缺乏行政權、共同討論時間和整合經驗，及人員流動是啟動與維持區變革之挑戰。本研究提出四項建議：（1）以提升學生基本學力為國中小整合主軸，發展行政人員課程領導能力；（2）引進結構化的補救教學模式，搭配與現場教學工作銜接的培訓課程，提升教師分析學生學習成效及差異化教學知能；（3）建立區內及校內行政人員與教師對話討論機制；（4）提供討論的鷹架與專業伴隨，以提升專案的綜效。</p> <p>&nbsp;</p><p>Since 1996, Taiwan has been implementing the Educational Priority Areas (EPA) Program to reduce the achievement gaps between students in different regions. However, according to the results from PISA, TIMSS, PILRS and the Basic Competence Test, the achievement gap has widened between urban and rural students over time. The Taiwanese Ministry of Education piloted the &quot;&quot;Success Program&quot;&quot; from 2014 to 2017, an experimental program in order to reform the EPA Program. This study sought to investigate the implementation of the Success Program. The researcher conducted semi-structured interviews with 26 school principals, division heads and teachers recruited from participating schools and utilized content analysis to analyze challenges, difficulties and compromises during the first two years of implementation. The purpose was to explore the extent to which the Success Program promoted educational change, the advantages and limitations of zone-based intervention, as well as the factors hindering educational change. Suggestions are provided for improving area-based intervention. Results: The results indicate that the Success Program facilitated inter-school cooperation among elementary teachers at the zone level. Besides, the adjustment of remedial teaching and parental involvement strategies were observed at the school level. However, no change was found at the classroom level. In addition, there was a goal displacement at the school level. In terms of zone integration, lacking of administrative power, short of discussion time, insufficient collaboration skills as well as high teacher turnover rate were main challenges of initiating and sustaining educational change. Policy recommendations: (1) Cultivating instructional leaders and concentrating the focus of zone integration on basic competences. (2) Providing instructional guidance and introducing school-based workshops to strengthen instructional practices. (3) Establishing the discussion mechanism between the administrative team and teachers. (4) Providing scaffolding and expert consultations to support collaborative discussions.</p> <p>&nbsp;</p>

中國大陸學生權益救濟法制之研究：北京大學撤銷于艷茹博士學位案例評析

<p>近年來高校學生因學校對其違紀違規處理過當或者不能接受相應的處分結果，將母校告上法庭的案件時有發生。學生認為學校的處理結果嚴重的侵害到其受教育權或其他基本權利。這種現象一方面是高校學生的自我保護的法律意識不斷地提升，另一方面也反映出高校在處理學生違規行為時學生權利救濟程序存在著不合法之處。學位不僅僅是學術水準的象徵，而且是獲得相應的經濟地位和社會地位的前提條件。在高校作出學位撤銷的決定時，必須要同時兼顧實體公正和程序正當，既要達到維護學術價值和學術倫理，又要充分保護學生的合法權益。尤其是學位撤銷會給當事人帶來的負面影響是極其重大的，除了直接會影響到當事人名譽權、隱私權和工作權，乃至於當事人的人格尊嚴等。這種會造成當事人嚴重後果的行為，必須要完善救濟的途徑。目前因為學位撤銷而引起的糾紛已經納入到司法審查的範圍，不過，因為關係到高校的「學術自由」，法院對學位撤銷糾紛進行審理時，一般僅會審查高校在學位撤銷過程中是否遵循正當程序原則，至於實質性學術不端問題，法院一般不會進行審查。本文以北京大學撤銷于艷茹博士學位案為例，分析學位撤銷存在的爭點，企盼更全面認識中國大陸學生權益救濟法制。</p> <p>&nbsp;</p><p>In recent years, college students often take their alma mater to court because they have been punished or can not accept the corresponding punishment. Students think that the results of the school seriously infringe on their right to education or other basic rights. On the one hand, the legal consciousness of College Students’ self-protection is constantly improving, on the other hand, it also reflects the illegality of the student rights relief procedure in dealing with students’ violations. degree is not only a symbol of academic level, but also a prerequisite for obtaining corresponding economic and social status. When colleges and universities make the decision to cancel their degrees, they must take into account both substantive justice and procedural justice, not only to maintain academic value and academic ethics, but also to fully protect the legitimate rights and interests of students. In particular, the negative impact of degree revocation on the parties is extremely significant, in addition to directly affecting the party’s right to reputation, privacy and work, and even the party’s personal dignity. This kind of behavior will cause serious consequences of the parties, we must improve the way of relief. At present, the disputes caused by the revocation of degree have been included in the scope of judicial review. However, because it is related to the &quot;academic freedom&quot; of colleges and universities, when the court tries the dispute of revocation of degree, it generally only examines whether colleges and universities follow the principle of due process in the process of revocation of degree. As for the substantive academic misconduct, the court generally does not review it. Taking the case of the Yu Yanru’s doctorate degree from Peking University as an example, this paper analyzes the dispute points of degree withdrawal and hopes to have a better understanding of the legal system of student rights relief in Chinese mainland.</p> <p>&nbsp;</p>

《臺灣蕃人事情》報告與日治初期官方原住民教育政策的形成

<p>本文主要目的在於從《臺灣蕃人事情》報告，來看日治初期官方原住民教育政策之形成。《臺灣蕃人事情》是民政部事務囑託伊能嘉矩和粟野傳之丞呈給民政長官後藤新平的覆命書，此覆命書係為實施蕃人教育預作準備。本書大部分內容由人類學調查所組成，可作為從人類學的角度看待教育的特殊視角。在蕃人教育措施準備上，覆命書中提及針對各族原住民「開化發達」的程度不同，給予適當之教育措施。對照日本總督府隨後原住民教育政策之發展，覆命書確實有其若合符節之處，也有差異之處。會有差異之處的原因，在於殖產部門所管轄的原住民區域，發展出與文教部門不同的原住民教育措施。</p> <p>&nbsp;</p><p>The main purpose of this article is to analyze the relation between the formation of the official indigenous education policy in the early period of Japanese colony and the report &ldquo;The History and Custom of Taiwan Indigenous Peoples &quot;. &ldquo;The History and Custom of Taiwan Indigenous Peoples &ldquo;was the official report for the Chief of the Civil Affairs, Goto Shinpei, by two officials of Department of Civil Affairs, Ino Kanori and Suo Chuanji. The purpose of survey was the preparations for educating indigenous peoples. Most part of this report was based on field study, which could help to see education from an anthropological perspective. For establishing an education system for indigenous peoples, it divided to the different levels of civilization of each different ethnic group of indigenous peoples, and then gave each an appropriate education. Comparing the subsequent development of the indigenous education system that Taiwan Governor’s Office of Japanese initiated, it found there were some similarity and difference between the official report and the practical policy. The reason for the difference based on the development of indigenous educational policy that was different from the educational unit in the indigenous areas under the jurisdiction of the developmental department.</p> <p>&nbsp;</p>

中國大陸學生權益救濟法制之研究：北京大學撤銷于艷茹博士學位案例評析

<p>近年來高校學生因學校對其違紀違規處理過當或者不能接受相應的處分結果，將母校告上法庭的案件時有發生。學生認為學校的處理結果嚴重的侵害到其受教育權或其他基本權利。這種現象一方面是高校學生的自我保護的法律意識不斷地提升，另一方面也反映出高校在處理學生違規行為時學生權利救濟程序存在著不合法之處。學位不僅僅是學術水準的象徵，而且是獲得相應的經濟地位和社會地位的前提條件。在高校作出學位撤銷的決定時，必須要同時兼顧實體公正和程序正當，既要達到維護學術價值和學術倫理，又要充分保護學生的合法權益。尤其是學位撤銷會給當事人帶來的負面影響是極其重大的，除了直接會影響到當事人名譽權、隱私權和工作權，乃至於當事人的人格尊嚴等。這種會造成當事人嚴重後果的行為，必須要完善救濟的途徑。目前因為學位撤銷而引起的糾紛已經納入到司法審查的範圍，不過，因為關係到高校的「學術自由」，法院對學位撤銷糾紛進行審理時，一般僅會審查高校在學位撤銷過程中是否遵循正當程序原則，至於實質性學術不端問題，法院一般不會進行審查。本文以北京大學撤銷于艷茹博士學位案為例，分析學位撤銷存在的爭點，企盼更全面認識中國大陸學生權益救濟法制。</p> <p>&nbsp;</p><p>In recent years, college students often take their alma mater to court because they have been punished or can not accept the corresponding punishment. Students think that the results of the school seriously infringe on their right to education or other basic rights. On the one hand, the legal consciousness of College Students’ self-protection is constantly improving, on the other hand, it also reflects the illegality of the student rights relief procedure in dealing with students’ violations. degree is not only a symbol of academic level, but also a prerequisite for obtaining corresponding economic and social status. When colleges and universities make the decision to cancel their degrees, they must take into account both substantive justice and procedural justice, not only to maintain academic value and academic ethics, but also to fully protect the legitimate rights and interests of students. In particular, the negative impact of degree revocation on the parties is extremely significant, in addition to directly affecting the party’s right to reputation, privacy and work, and even the party’s personal dignity. This kind of behavior will cause serious consequences of the parties, we must improve the way of relief. At present, the disputes caused by the revocation of degree have been included in the scope of judicial review. However, because it is related to the &quot;academic freedom&quot; of colleges and universities, when the court tries the dispute of revocation of degree, it generally only examines whether colleges and universities follow the principle of due process in the process of revocation of degree. As for the substantive academic misconduct, the court generally does not review it. Taking the case of the Yu Yanru’s doctorate degree from Peking University as an example, this paper analyzes the dispute points of degree withdrawal and hopes to have a better understanding of the legal system of student rights relief in Chinese mainland.</p> <p>&nbsp;</p>

偏鄉學校變革之挑戰教育優先區─成功專案推動歷程研究

<p>本研究以參與「教育優先區─成功專案」之四個區19所國中小為研究對象，透過文件分析及質性訪談，分析成功專案籌備及實施第一年期間（2014至2015年）在四個區的運作情況。研究旨在探討專案學校如何推動成功專案、剖析成功專案在多大程度上促進改變，及阻礙改變產生的因素。研究發現區計畫書的經費配置取決於規劃者對基本學力的重視程度，區計畫書規劃策略深受學校行政教學分工及教育優先區計畫執行經驗之影響。成功專案在區層級所產生的改變為促進區內學校的交流與對話，在學校層級觀察到的改變則是調整補救教學實施和促進弱勢家長參與策略。缺乏行政權、共同討論時間和整合經驗，及人員流動是啟動與維持區變革之挑戰。本研究提出四項建議：（1）以提升學生基本學力為國中小整合主軸，發展行政人員課程領導能力；（2）引進結構化的補救教學模式，搭配與現場教學工作銜接的培訓課程，提升教師分析學生學習成效及差異化教學知能；（3）建立區內及校內行政人員與教師對話討論機制；（4）提供討論的鷹架與專業伴隨，以提升專案的綜效。</p> <p>&nbsp;</p><p>Since 1996, Taiwan has been implementing the Educational Priority Areas (EPA) Program to reduce the achievement gaps between students in different regions. However, according to the results from PISA, TIMSS, PILRS and the Basic Competence Test, the achievement gap has widened between urban and rural students over time. The Taiwanese Ministry of Education piloted the &quot;&quot;Success Program&quot;&quot; from 2014 to 2017, an experimental program in order to reform the EPA Program. This study sought to investigate the implementation of the Success Program. The researcher conducted semi-structured interviews with 26 school principals, division heads and teachers recruited from participating schools and utilized content analysis to analyze challenges, difficulties and compromises during the first two years of implementation. The purpose was to explore the extent to which the Success Program promoted educational change, the advantages and limitations of zone-based intervention, as well as the factors hindering educational change. Suggestions are provided for improving area-based intervention. Results: The results indicate that the Success Program facilitated inter-school cooperation among elementary teachers at the zone level. Besides, the adjustment of remedial teaching and parental involvement strategies were observed at the school level. However, no change was found at the classroom level. In addition, there was a goal displacement at the school level. In terms of zone integration, lacking of administrative power, short of discussion time, insufficient collaboration skills as well as high teacher turnover rate were main challenges of initiating and sustaining educational change. Policy recommendations: (1) Cultivating instructional leaders and concentrating the focus of zone integration on basic competences. (2) Providing instructional guidance and introducing school-based workshops to strengthen instructional practices. (3) Establishing the discussion mechanism between the administrative team and teachers. (4) Providing scaffolding and expert consultations to support collaborative discussions.</p> <p>&nbsp;</p>

自然美感經驗取向的教師專業發展

<p>教師專業發展的相關理論與實踐多集中於教育專業知能的提升，甚少關心教師的生活品質與生命提升，教育美學也很少觸及教師專業發展，未有將自然美感經驗融入教師專業的研究。本研究旨在以文獻分析法，輔以訪談法，探討自然美感經驗取向的教師專業發展之意涵、功能與實施方式。自然美感經驗取向的教師專業發展之意涵在透過自然美感的欣賞，豐富教師的生活與生命經驗，啟發教師對於生活、教學、教師志業、生命意義等靈性方面的省思，進而提升教師的專業能力。其功能有六項：提升主動進行教師專業發展的意願、提供課程與教學創新的源泉、促進教師的班級經營能力、提供生理與心理治療的效果、強化環境教育素養、提升生命品質，培養生命的智慧。本研究最後並提供一些具體的實施原則與建議供中小學參考。</p> <p>&nbsp;</p><p>Theories and practices of teachers’ professional development almost focus more on improvement of educational profession knowledge than life of teachers. Researches of educational aesthetics seldom apply natural aesthetic experiences on teachers’ professional development. This study aims at using literature analysis as the method, supplemented by interview, to inquire the meaning, function and implementation of teachers’ professional development based on natural aesthetic experience. The meaning of this approach is to enrich teachers&rsquo; life experience, and enlighten their reflection on daily life, teaching, vocation, and life meaning, then can improve professional competence further more. There are six functions of teachers’ professional development based on natural aesthetic experience as: improving the will to engage teachers&rsquo; professional development actively; affording the resource of innovation ideas on curriculum and teaching; improving competence of classroom management; affording effects on physical and psychological therapy; enforcing literacy of environmental education; promoting quality of life and life wisdom. Finally, this study also provides some principles and suggestions of implementation for elementary and junior high schools.</p> <p>&nbsp;</p>