我國教育永續發展之核心價值及推動方式研究期末報告
研究計畫及報告 | |
計畫類型 | 個別型計畫 |
計畫名稱 | 我國教育永續發展之核心價值及推動方式研究期末報告 |
計畫主持人 | 楊國揚;李建興;陳柏彰;溫明麗;蕭芳華 |
研究者 | 研究助理: 劉新圓 |
執行機構 | 教育部(教研會) |
執行單位 | 財團法人國家政策研究基金會 |
語文 | 中文 |
關鍵詞 | 教育價值;核心價值;價值衝突;永續發展 |
關鍵詞(英) | educational values;core values;value conflict;sustainable development |
摘要 | |
英文摘要 | Values are the principles of ideal, beliefs, and behaviors and work as guidance for the sustainable development of nations, societies and individuals. Based on the values educational policies are formed and evaluated. The values prioritized will present their realization in every aspect of an education system. Thus, it is important for the governments to find and build up consensus about what are their core values. The purpose of the study is to theoretically frame out the education value priority in Taiwan for the future, focusing both on how education plays as a part of the government system, and on the capabilities or the nature that the educators would like to build up in students, . First, through international and domestic literature review, including the education policy papers in the past two decades, 12 values are induced out as the hypothesized values of importance. Educators and administrators, sampled purposively, are surveyed about their priority of the 12 values and could also fill out other values. 1450 questionnaires are sent out and 916 are returned. The effective response rate is 63.17%. The results of the survey are that the top three values are healthy, self-realization and humanities and the character education is also prioritized. Secondly, in a multi-values and democratic society, values conflict is unavoidable. Conflict solving and consensus building are urgent missions. With literature review and focus groups conferencing, the data collected and qualitatively analyzed. The findings point out that, first, governments should play well roles of values clarification and aggregation and promote consensus building with better skills of communication and negotiation. Then, in order to realize the former, governments also need to provide a stage for open and rational discourses. After multi-voices are listened and tolerated, a more comprehensive policy will be formed and the needs will be met. Finally, in order to promote a stage of values consensus, three steps are suggested for the very beginning stage. 1. Before educational policy being formed, the core values better be established and consensus be built up. 2. Value choice is one of the abilities of leadership, which includes self-reflection, analysis, and being critical. 3. A value research data is very needed for scientifically and long-term studies. Governments could form an 'Educational Policy Core Values Forums', composed of people from academy, politician, businessmen, and culture community, for a systematically rational arguments and consensus building. |
授權狀態 | 已授權 |
章節標目
標題 | 頁數 | 全文 |
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摘要 | v | |
Abstract | vi-vii |
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第一章 緒論 | 1-13 |
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第一節 研究背景與動機 | 1-7 |
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第二節 研究目的與問題 | 7-8 |
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第三節 研究方法與步驟 | 8-10 |
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第四節 重要名詞釋義 | 10-13 |
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第五節 研究範圍與限制 | 13 |
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第二章 文獻探討 | 15-71 |
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第一節 價值的本質、意義與內涵 | 15-26 |
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第二節 中國文化與教育中的核心價值 | 26-32 |
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第三節 各國教育的核心價值分析 | 32-50 |
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第四節 我國近一、二十年來教育政策彰顯的核心價值 | 50-62 |
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第五節 教育價值衝突與解決 | 62-71 |
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第三章 研究設計與實施 | 73-82 |
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第一節 研究架構與進度 | 73-74 |
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第二節 研究對象 | 74 |
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第三節 研究工具 | 74-77 |
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第四節 實施程序 | 77-82 |
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第四章 研究結果分析與討論 | 83-104 |
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第一節 研究樣本資料分析 | 83-85 |
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第二節 整體樣本認為最重要的五個教育核心價值排序 | 86-88 |
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第三節 各變項對教育核心價值排序的看法 | 89-99 |
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第四節 開放性問題調查結果與分析 | 99-102 |
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第五節 焦點團體的討論與分析 | 102-104 |
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第五章 研究討論與建議 | 105-116 |
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第一節 結論 | 105-115 |
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第二節 建議 | 115-116 |
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參考文獻 | 117-124 |
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附錄一 調查問卷 | 125-127 |
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附錄二 各變項對教育核弖價值排序的看法 | 129-160 |
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附錄三 問卷開放式問題填答統計 | 161-171 |
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附錄四 第一場焦點座談討論題綱 | 173-176 |
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附錄五 第一場焦點座談會議紀錄 | 177-188 |
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附錄六 第二場焦點座談題綱 | 189-192 |
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附錄七 第二場焦點座談會議紀錄 | 193-200 |
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附錄八 第三場焦點座談題綱 | 201-203 |
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附錄九 第三場焦點座談會議紀錄 | 205-212 |
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附錄十 工作會議紀錄 | 213-219 |
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附錄十一 教育部期中審查意見修正情形對照表 | 221-225 |
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附錄十二 教育部期末審查意見修正情形對照表 | 227-229 |
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延伸閱讀
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