第六十五輯.第二期 - 2019-06-30

多元入學方案的系統性矛盾與統合: 以辯證認識觀解析T大經驗

Systemic Conflicts and Integrations of the Multiple Entrance Program: A Case Study on University T’s Experiences from the Perspective of Dialectical Epistemology

作 者:
曾正宜、謝小芩 / Jeng-Yi Tzeng, Hsiao-Chin Hsieh
矛盾、多元入學方案、高等教育、統合、辯證認識觀 / conflict, multiple entrance program, higher education, integration, dialectical epistemology
  • 摘要
  • 英文摘要
  • 參考文獻
  • 學術引用
教育部於2002年推行多元入學方案,希望能落實多元發展、社會公平及適性 選擇等理念,但此方案如何影響學校及相關學生則需進一步探討。本研究以T大 的施行經驗為例,透過教師、行政人員與學生的訪談,從辯證認識觀之微觀視角 解析學校、各學系、不分系,以及學生等主體內與主體間所面臨的矛盾及其辯證 型態。研究發現,多元入學方案一旦啟動,所涉及的便不只是招生方式的改變, 它會觸發學術至上的傳統價值與學生多元化學習需求之間的衝突,進而引起學 校、各學系、學生之間的系統性矛盾。故除了建立共識與相關配套措施之外,也 需暢通溝通管道與對話機制,並藉由系統性思考問題之矛盾本質及其相對立場中 的統合前景,在一系列價值反思以及制度規範變革中,尋求校園多元化願景之具 體意義以及實際作為。
The Ministry of Education launched the Multiple Entrance Program in 2002 to realize principles such as diversified development, social justice, and adaptive prioritization. However, how this program affects universities and students at stake requires further investigations. We conducted a case study on University T, whose innovative student recruitment programs are well-known. We interviewed program- related students, teachers, and a staff member, and analyzed conflicts emerged from the data in accordance with the perspective of dialectical epistemology. We found that once the program is activated, it not only changes the practice of recruitment, but also triggers tensions and conflicts between the department tradition of academic supremacy and students’ diversified learning needs, invoking systemic conflicts among university, departments, and students. Therefore, in addition to building consensus and providing supporting measures, the university needs to promote active conversations among the involved parties, and to systematically examine the nature of conflicts and the prospects of integrations, in order to figure out what a diversity campus means to the university and how to achieve it through a series of policy and regulation modifications.

108學年大學辦理特殊選才招生(2018)。搜尋結果。取自http://lux2.unisurf.tw/_rd_ sample/ally/case/108admissions/ 

[Early Admission without General Scholastic Ability Test (GSAT), Academic Year 108. (2018). Search results. Retrieved from http://lux2.unisurf.tw/_rd_sample/ally/case/108admissions/] 


[College Multiple Admission Program, Academic Year 108. (2019a). Early admission without General Scholastic Ability Test (GSAT). Retrieved from http://nsdua.moe.edu.tw/index.php/srecruit-1] 


[College Multiple Admission Program, Academic Year 108. (2019b). Principles and visionsRetrieved from http://nsdua.moe.edu.tw/index.php/about] 

丁慕玉(2006)。科技大學多元入學之學生對於不同校院系學業成就的探討— 以虎尾科技大學為例。國立虎尾科技大學學報,25(4),71-82

[Ting, M.-Y. (2006). A study on the academic achievement of students admitted through multiple admission system: Taking the National Formosa University as an example. Journal of National Formosa University, 25(4), 71-82.] 


[Joint Board of College Recruitment Commission. (2017). Multiple admission program (effective on academic year 111). Retrieved from http://www.jbcrc.edu.tw/multi3.html] 


[Wang, H.-H., & Huang, C.-C. (2010). The application of self-determination theory on students’ career choice and learning outcomes under the multiple college admission system. Journal of Research in Education Sciences, 55(2), 1-27.] 


[Wang, Y.-C. (2015). A view on Mencius and Xunzi’s theories on human nature from Kant’s antinomies. Journal of The Graduate Institute Chinese Literature Department of Fu Jen Catholic University, 33, 121-136.] 


[Wang, C.-T. (2005). Trends and issues in pluralistic educational reform. Journal of Educational Research and Development, 9, 1-17.] 


[Wang, T.-J. (2008). Analyzing the foundation of Hegel’s dialectics. Social Science Forum, 749-51.] 


[Tien, H.-H., & Tien, F.-F. (2008). Student characteristics and their choices of college entrance channels. Journal of Social Sciences and Philosophy, 20, 481-511.] 


[Tien, F.-F., & Fu, T.-T. (2009). Multi-channel college entrance system: Relationship between family background, academic achievement and entrance channels. Journal of Research in Education Sciences, 54(1), 209-233.] 

李浩仲、李文傑、連賢明(2016)。多「錢」人學?從政大學生組成看多元入學。經濟 論文,44(2),207-250

[Li, H.-C., Lee, W.-C., & Lien, H.-M. (2016). Investigating the equality of two-track college recruitment: Evidence from administrative data of national Chengchi University. Academia Economic Papers, 44(2), 207-250.] 

秦夢群(2004)。大學多元入學制度實施與改革之研究。教育政策論壇,7(2),59- 84。 

[Chin, J. M. (2004). Better or worse: Examining the feasibility of the college multiple entrance program. Educational Policy Forum, 7(2), 59-84.] 

[Chang, T.-S., & King, F.-S. (2005). Dialectical models in science thinking. Taipei, Taiwan: Shu-Shin Book.]

[Chang, D.-F. (2005). University admissions opportunities and pressures. Taipei, Taiwan: Wu-Nan Book.] 


[Tsao, L.-C. (1995). College admission system. Bulletins of Education, 2(2), 1-11.] 

[Kuo, W.-F., & Kao, C.-H. (1986). Education. Taipei, Taiwan: Cheng-Chung Bookstore.] 陳介英(2017)。台灣教育制度中的傳統社會文化慣性探索。庶民文化研究,1541-80

[Chen, C.-Y. (2017). Study of cultural inertia in traditional society in relation to Taiwan’s education system. Journal for Studies of Everyday Life, 15, 41-80.] 


[Chen, J.-J., & Liu, J. (2004). The multi-phase high school entrance program and the equity of educational opportunity. Bulletin of Educational Research, 50(4), 115-146.] 


[Chen, R.-S. (2007). The analysis of educational selection and multi-phase entrance program based on the approach to critical sociology of education. Yu Da Academic Journal, 13, 91- 112.] 

黃龍欽(2010)。從教育機會均等反思高中繁星計畫入學制度之施行:以南投某所高中 為例。教育與社會研究,21117-145

[Huang, L.-C. (2010). A reflection of implementing multi-star project in Taiwan’s college entrance system policy: From the perspective of educational equality. Formosan Education and Society, 21, 117-145.] 


[Yang, G.-L., Wang, S.-R., & Chen, J.-C. (2014). Comparison of student academic achievement between channel multiplicity and student multiplicity college entrance system. Journal of SHU-TE University, 16(2), 37-56.] 

楊植勝(2013)。辯證法與現象學— 黑格爾《精神現象學》的方法論問題。國立臺灣 大學哲學論評,4561-106。 

[Yang, C.-S. (2013). Dialectic and phenomenology: Reflections on the methodology of hegel’s phenomenology of spirit. National Taiwan University Philosophical Review, 45, 61-106.] 

董銘惠、黃燕飛(2002)。臺北科技大學四技多元入學學生學業成就之比較研究。臺北 科技大學學報,35(1),351-362。 

[Tung, M.-H., & Huang, Y.-F. (2002). A comparative study on academic performance of students admitted to National Taipei University of Technology under 4-Year diversified plan. Journal of National Taipei University of Technology, 35(1), 351-362.] 

廖敦如(2008)。文化驅動力— 從「文化價值」的觀點評析大學藝文中心的生成與發 展。藝術學報,83295-317。 

[Liao, T.-J. (2008). Driving force of culture-a review on formation and development of a university art center from the perspective of cultural value. Journal of National Taiwan College of Arts, 83, 295-317.] 

銀慶貞、陶宏麟、洪嘉瑜(2015)。由大學多元入學者的個人背景與滿意度評估多元 入 學的成效。應用經濟論叢,98(2),1-53。 

[Yin, C.-C., Tao, H.-L., & Hung, C.-Y. (2015). Evaluation of college multi-channel admission system in Taiwan based on individual background and satisfaction level. Taiwan Journal of Applied Economics, 98(2), 1-53.] 

潘靖瑛、賴明亮(2005)。慈濟大學醫學系實施推薦甄選入學策略之成效。醫學教育, 946-59。 

[Pan, C.-Y., & Lai, M.-L. (2005). Effectiveness of recommended admission policy in the department of medicine at Tzu Chi University. Journal of Medical Education, 9, 46-59.] 


[Wei, S.-L., Hou, S.-M., & Yang, M.-C. (2005). Academic performance of National Taiwan University medical students from diversified college entrance systems. Journal of Medical Education, 9(3), 262-271.] 


[Su, Y.-Y. (2014). A study on the “Multi-Star Project” of the university entrance system and adjustment of students entering universities through this project in Taiwan (Unpublished master’s thesis). Tamkang University, New Taipei, Taiwan.] 

Ayre, M., Mills, J., & Gill, J. (2013). “Yes, I do belong”: The women who stay in engineering. Engineering Studies, 5(3), 216-232. 

Banakar, R. (2001). Integrating reciprocal perspectives: On Georges Gurvitch’s theory of immediate jural experience. Canadian Journal of Law and Society, 16(1), 67-91. 

Basseches, M. (1984). Dialectical thinking and adult development. Norwood, NJ: Alex.
Bledow, R., & Frese, M. (2009). A dialectic perspective on innovation: Con
flicting demands, multiple pathways, and ambidexterity. Industrial and Organizational Psychology, 2, 305-337.

Brown, R. H. (1979). Georges Gurvitch and the dialectic of sociological knowledge. Qualitative Sociology, 1(3), 3-34.

Copleston, F. (2013). 西洋哲學史(七):菲希特到尼采(林如心,譯)。臺北市:黎明文化。(原著出版於1996)

[Copleston, F. (2013). Western philosophy (7): From Fichte to Nietzsche (R.-H. Lin Trans.).Taipei, Taiwan: Li Ming Cultural. (Original work published 1996)]

Gillespie, A., & Cornish, F. (2009). Intersubjectivity: Towards a dialogical analysis. Journal for the Theory of Social Behaviour, 40(1), 19-46.

Mattanah, J. F., Brooks, L. J., Brand, B. L., Quimby, J. L., & Ayers, J. F. (2012). A social support intervention and academic achievement in college: Does perceived loneliness mediate the relationship? Journal of College Counseling, 15, 22-36.

Maybee, J. E. (2016). Hegel’s dialectics. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy. Retrieved from https://plato.stanford.edu/archives/win2016/entries/hegel-dialectics/

Moon, T. R. (2005). The role of assessment in differentiation. Theory Into Practice, 44(3), 226-233.

Shields, L., Newman, A., & Satz, D. (2017). Equality of educational opportunity. In E. Z. Zalta (Ed.), The Stanford encyclopedia of philosophy. Retrieved from https://plato.stanford.edu/archives/sum2017/entries/equal-ed-opportunity/

Suhlmann, M., Sassenberg, K., Nagengast, B., & Trautwein, U. (2018). Belonging mediates effects of student-university fit on well-being, motivation, and dropout intention. Social Psychology, 49(1), 16-28.