教育行政 113 年比較教育考古題

1980 年代以來，主張將市場運作機制引進教育領域的思潮興起，試舉出 歐美國家對於中小學教育所採取的市場導向改革措施，並探討其所引發 的批評。（25 分）

比較教育學者Holmes, B.、Epstein, E.與Mitter, W.等人皆曾引用「典範」 （paradigm）的概念，說明比較教育研究的典範轉移。試就比較教育自二 次世界大戰以來典範轉移的狀況，分析其轉移的內容以及與自然科學典 範轉移不同之處。（25 分）

下圖取自PISA2018 成果報告書，X 軸為首次教育分流年齡，Y 軸為學生 社經地位對於閱讀成績變異量的解釋百分比，OECD 各會員國的散布情 形如圖所示。圖中的斜直線為最適迴歸線，決定係數（R2）為0.46，試說 明該迴歸線的意義，並試以相關學理，解釋下圖所呈現的結果。（25 分） 註：修改自PISA 2018 results(Volume V): effective policies, successful schools (p.82), by OECD, 2020, OECD Publishing. Germany Iceland Italy Chile Lithuania Luxembourg Mexico Finland Denmark Turkey France Slovak Republic Austria Portugal Switzerland Greece Hungary Colombia Latvia Slovenia Canada Japan Ireland Belgium Norway Sweden United States Poland Netherlands Korea Estonia Czech Republic Australia United Kingdom New Zealand Israel OECD average R² = 0.46 0 2 4 6 8 10 12 14 16 18 20 9 10 11 12 13 14 15 16 17 學 生 社 經 地 位 對 於 閱 讀 成 績 變 異 量 的 解 釋 百 分 比 首次教育分流年齡 OECD countries OECD 各會員國首次教育分流年齡與學生社經地位對於閱讀成績變異量的解釋百分比之散布情形

經濟合作發展組織（Organization for Economic Cooperation and Development，OECD）於2015 年啟動《2030 未來教育與技能（Future of Education and Skills 2030）》計畫。該計畫第一階段提出學習羅盤2030 （Learning Compass 2030）作為學習架構之用。請說明學習羅盤2030 的 觀點、內容以及對於臺灣教育的啟發。（25 分）

B. Holmes 與E. King 的比較教育理論皆受到K. Popper 的影響，但兩人 的主張卻互有分歧並引發論爭，試就兩人之論爭加以評析。（25 分）

下圖是自OECD 資料中擷取的畫面，由上而下依序是新加坡、俄羅斯、 韓國、加拿大與日本有關25～34 歲，55～65 歲兩族群的資料。右方欄 位是人口中擁有高等教育學歷的比例，左方欄位是沒有後期中等教育階 段學歷比例。請就此資料，說明五國就讀後期中等教育與高等教育人口 的變化。（25 分）

近年日本文部科學省推動師資培育核心課程（教職課程コアカリキュラム）， 試闡述其主要內涵，並提出其對於臺灣師資培育改革的啟示。（25 分）

二次世界大戰之前大多數東南亞國家為被殖民國家，獨立之後其教育發展 仍可看見殖民時期的影響。下圖為東南亞國家中某國的學制圖，請依此圖 指出殖民此國的帝國，並說明兩項殖民帝國對其教育制度的影響。（25 分） 資料來源：UNESCO IBE Universities (3-4 years for undergraduates) Workplace Alternative Qualifications GCE 'A' Level/ Other Qualifications Integrated Programme combines Secondary and JC education without an intermediate national examination (4-6 years) Junior Colleges/ Centralised Institute (2-3 years) (GCE 'A' level) Polytechnics (3 years) (Diploma) Institute of Technical Education (1-2 years) (Nitec/ Higher Nitec) Specialised Independent Schools with specialised programmes to develop students’ talents in specific areas (4-6 years) Privately- funded Schools determine their own curriculum and provide more options for Singapore students (4-6 years) Special Education Schools provide EITHER Mainstream curriculum with programmes catering to students’ special needs OR Customised special education curriculum (4-6 years) GCE 'O' Level Direct Admission to JCs/Polytechnics ࣥs and polytechnics have autonomy in admitting some students sec 5N (A) GCE 'N' Level Secondary1 Express Course (4 years) Secondary1 Normal (Academic) Course [N(A)] (5 years) Secondary1 Normal (Technical) Course [N(T)] (4 years) Vocational Course (1-4 years) Government/ Government-aided Schools •Mainstream schools •Autonomous Schools with enhanced niche programmes •Independent Schools with greater autonomy in programmes and operations Specialised Schools For students who can benefit from a more customised and practice-based curriculum Specialised Independent Schools For students with talents in specific areas Privately-funded Schools Provide more options for Singapore students Special Education For students with special needs Direct Admission to Secondary Schools Independent Schools, Autonomous Schools, mainstream schools with niches of excellence , and schools offering the Integrated Programme have autonomy in admission of some of their students Specialised Independent Schools and Privately-funded Schools have full autonomy in student admission Primary School Leaving Examination (PSLE) Primary Schools (6 years) All students follow a broad-based mainstream curriculum. Some schools offer niche programmes such as in aesthetics, sports and gifted education.