一元中的多元：政府管制與多元培育機制下我國中等教育學程教育專業課程分析研究 Diversity within Uniformity: The Dynamics of Government Control and Program Diversity in Teacher Education Curriculum in Taiwan

各國的師資培育政策大都由兩股勢力，包括政府的一元化管制與市場多元化機制的牽引；但是，這兩股勢力如何影響師資培育課程的制定，仍有待探討。本文藉由分析我國中等師資培育學程的教育專業課程來探討，在這兩股力量的影響下，教育專業課程的結構與內涵究竟呈現何種樣貌。研究蒐集國內41 所中等教育學程的教育專業課程資料，針對課程結構、開課類型與領域內涵，進行分析、對照與比較。研究結果顯示，我國師資培育課程在一元化的政策架構下，僅享有有限的多元空間。本文進一步就造成此一現象背後的師資培育政策脈絡與沿革，進行說明與探討。 The intertwining forces of government-controlled uniformity and program-based diversification have influenced teacher education policies internationally. It is not clear, however, to what extent teacher education curriculum is subject to such dynamics. This paper intends to fill the gap by analyzing the curriculum of secondary teacher education programs in Taiwan, a society that has experienced a swing back and forth between the two forces on teacher education policies over the past six decades. Data on education/pedagogy courses of 41 secondary education programs were collected, compared and analyzed. The results show that the teacher education curriculum in Taiwan enjoys a limited degree of diversity within a uniform structure. Discussions on the contexts of teacher education policies in Taiwan and their effect on the quality of teachers are provided

課程改革中的教師專業成長

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跨越科系的藩籬：我國研究型大學實施前段不分系模式分析與個案大學實施策略之探討

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[[alternative]]政府管制與多元培育機制下我國中等教育學程教育專業課程分析研究

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「其實你不懂我的心！」檢視臺灣吸引國際學生策略與學生來臺經驗落差之研究 “You Don’t Know What Really Matters to Me!” Examining the Gaps Between Governmental Policies and Student Perspectives in International Student Recruitment Practices in Taiwan

在競爭激烈的全球化時代，對於招募全球人才的理念與實踐進行省思更為重要。本研究以臺灣為個案，以瞭解一個非英語系國家如何採取招募策略以吸引國際學生。臺灣政府相關政策傾向於以全英語授課環境與足夠的獎學金吸引國際學生來臺，且期待進一步與國際學生的母國建立或堅固與臺灣之間的政治與外交關係。然而，對國際學生而言，他們來臺灣求學主要是受到學習中文／文化、良好社會環境與未來工作機會等誘因所吸引。本研究透過政策分析、問卷調查、學生訪談等方式瞭解在政府政策與學生期待之間產生的落差內涵，並提出藉由重新定位政策、建立國際學生輔導系統、強化臺灣利基等建議，以供未來招募國際學生政策與實踐的實質建議。 In the present era of competitive globalization, rethinking the ideals and rationales involved in recruiting global talent is crucial. This study used Taiwan as a case study to explore the approaches adopted by a non-English speaking country for recruiting international students. The Taiwan government believes that it should foster an English language teaching environment in universities and provide sufficient financial support to international students in order to establish and strengthen political and diplomatic relationships with the students’ home countries. However, international students emphasize cultural, linguistic, social, and vocational elements in their motives for studying abroad. Gaps apparently exist between governmental policies and students’ perceptions. Suggestions for bridging these gaps were provided with regard to policy clarification, system building, and niche strengthening in the age of global competition

擇其所愛、愛其所擇：從自我決定理論看大學多元入學制度中學生的科系選擇與學習成果 The Application of Self-Determination Theory on Students’ Career Choice and Learning Outcomes under the Multiple College Admission System

近年來有關大學多元入學制度的研究已成高等教育領域重要議題，過去研究主題集中在探討學生家庭背景與學習成就的差異上，少有研究涉及學生科系選擇議題，也鮮少針對不同管道學生大學四年的學習情況與表現進行貫時性研究。本研究彙整「臺灣高等教育資料庫」九十二學年度大一新生、九十四學年度大三學生調查、九十五學年度應屆畢業生三次調查的貫時性資料，針對18,566 名九十二學年度年透過「甄選入學」與「分發入學」兩種管道入學的學生，探討其大一時的科系選擇、大三時的學業投入，以及大四時的學習成果與滿意程度。結果發現：甄選入學者較分發入學者傾向依據內在動機選擇科系、對科系選擇較為確定；在大學期間也較投入課業；畢業時的學習成果較佳，也對自我與學校環境較為滿意。這種「擇其所愛、愛其所擇」的現象可以自我決定理論予以詮釋與理解。此一研究結果為大學多元入學制度研究開啟新的視域，並且對多元入學政策深具啟示。 The multiple college admission system, one of the major recent educational reform policies in Taiwan, may exert a great impact on students’ career choices and learning processes. This study examined if differences existed in students’ career choices and learning outcomes when they were admitted through different admission channels. Utilizing the Taiwan Integrated Higher Education Database System, 18,566 students were traced from their entry to college in 2003, through their junior year in 2005 and on to their graduation in 2006. Statistical analysis including Chi-square test, ANOVA and MANOVA were conducted. The results showed that compared with their peers admitted through the “examination” channel, those admitted through the “application” channel tend to be more intrinsically motivated, more engaged in their academic work, have better learning outcomes and enjoy a higher degree of satisfaction. Self-determination theory was employed to infer and explain such results. The significance of the study is also discussed

想像力知多少？想像力四元模式的建構與量表發展 Inquiry into Imagination: Constructing the Reliabity and Validity of Imagination Scales

想像力是人類與生俱來的一種思維過程，過去教育領域中較少針對想像力做系統性研究。本研究為彌補上述不足，探討想像力的內涵與要素，並編製適合的想像力量表，進一步建構與驗證想像力的理論模型。本研究首先分析整理想像力研究相關的文獻，釐清想像力的內涵與可能面向；接著，以三所大學通識課程七班學生共667人為樣本，進行探索性與驗證性因素分析，並運用結構方程模式 （structural equation model, SEM），建立想像力理論模型。研究發現，想像力包含易感性、超越性、連結性及可能性等四元素，且四元素間存在顯著相關性。本研究所建構的想像力四元模式與發展的量表具有重要理論與實務的意涵。 Imagination is inherent in the process of human cognition, which is the ability of forming mental images and concepts through unlimited and imagery thinking. However, little research has been done in exploring the mechanism of imagining process and establishing the mental model of imagination as a basis for innovative teaching and learning. This study intends to bridge such a gap by establishing a theoretical model of imagination and developing an imagination measurement scale. In light of literature review and expert consultation, a tentative theoretical model of imagination was developed as the foundation for scale development. An imagination scale was composed and administered to a total of 667 college students from 7 general education courses at three universities. Structural equation modeling (SEM) was applied to establish the relationships among variables. The results showed that the factors of imagination include susceptibility, boundary-crossing, connectivity and possibility, among which significant relationships exist. In this way, this study makes a special contribution by establishing a four-factor model of imagination and developing an imagination scale based on the model

High-school teachers’ beliefs about effort and their attitudes toward struggling and smart students in a Confucian society

Previous studies conducted in Western societies showed that instructors’ beliefs about intellectual ability affected their attitudes toward students. However, in many East Asian societies influenced by Confucian culture, teachers not only hold beliefs of ability but also two kinds of beliefs about effort: obligation-oriented belief (i.e., believing that effort-making is a student’s role obligation) and improvement-oriented belief (i.e., believing that effort can conquer the limitations of one’s ability). This study aimed to investigate the relationships between teachers’ effort beliefs and their attitudes toward favoritism, praise, and expectations toward struggling and smart students. The participants were 151 Taiwanese high-school teachers. Results of Structure Equation Modeling showed that (1) teachers’ obligation-oriented belief about effort was positively correlated with their favoritism, praise, short-term and long-term expectations of struggling students, but negatively correlated with their favoritism and praise of smart students, (2) teachers’ improvement-orientated belief about effort was negatively correlated with their short-term expectation of smart students and favoritism of struggling students, but positively correlated with their praise of smart students, and (3) the entity theory of intelligence was negatively correlated with favoritism and praise of struggling students, but positively correlated with favoritism of smart students. The theoretical and cultural implications are discussed

跨越科系的藩籬：我國研究型大學實施前段不分系模式分析與個案大學實施策略之探討 Crossing the Border of Disciplinary Knowledge: An Analysis of the Choice of Major at the Upper Level of College in Research-Oriented Comprehensive Universities, with the Use of One Case Study Based on Student Needs in Taiwan

國際高等教育趨勢顯示全球化、知識經濟與大眾化的議題持續受到廣泛的關注。在此一趨勢發展下，大學科系間的界限愈來愈模糊，高等教育日益重視知識的統整融合，多元適性選擇的呼聲也水漲船高。我國教育當局為因應此一趨勢，逐步展開「大學前段不分系」的試辦與推廣，近年來亦有部分校系開始實施大學前段不分系措施。針對此一高等教育領域方興未艾的重大改革，國內相關實徵研究卻仍鳳毛麟角。本研究為彌補此一不足，首先提出大學前段不分系的目的為協助學生「適性選擇」與「跨領域學習」；再針對國內15 所研究型綜合大學實施前段不分系的院系單位，分析其辦理模式與規劃的課程如何滿足學生適性選擇與跨領域學習需求，歸納出三種分流模式與四類課程規劃；最後針對1 所研究型綜合大學，蒐集學生需求資料與相關修課規定，發現該校學生較傾向於追求跨領域學習；研究者參考前述辦理模式，提出未來規劃前段不分系措施的建議，期使大學前段不分系改革更能貼近學生需求。 The recent trend of globalization, knowledge economy, and massive expansion have increasingly collapsed the boundaries between academic disciplines, and promoted cross-disciplinary learning and individualized choices in higher education. To meet such challenges, a number of institutions in Taiwan have recently implemented the policy of “choice of major at the upper level of college” or “declaration of major at sophomore or junior year.” However, analyzing student needs and the curriculum structure of a university before launching an appropriate model is necessary. Therefore, this study analyzes various models currently implemented by 15 research-oriented comprehensive universities before exploring the student needs and the curriculum structure of a research-oriented institution (University T), and advising how this comprehensive university should implement this policy. Four models were found, as follows: choice of department within a college; choice of majors within a college; choice of majors across different colleges; and entry into an integrated program. Based on our analysis of student needs and curriculum barriers, we suggest that University T adopt the model of “choice of major across different colleges.” Such findings contribute to the future implementation of the rising trend of “choice of major at the upper level of college” in Taiwan