後現代境況與台灣中等技職教育發展之研究

Abstract

後現代社會的變遷一定程度發展著教育觀念的改變，依文獻分析，後現代境況有著強調尊重差異、重視開放多元、主張民主對等、鼓勵本位發展、提倡消解主體與多元主義方法論的反思，其重要的表徵有： 一、反思整體性、同一性、普遍性的偏執，強調差異複雜、靈活應變的社會觀。 二、消解單元主體、二元對立、典範規約，重視開放多元、解構規範的教育觀。 三、批判科學優位、學科界限、知識分級，提倡民主對等、領域整合的課程觀。 四、反對統一規範、專業分工的科層體制，鼓勵本位發展、賦權鬆綁的行政觀。 五、質疑工具理性、後設敘述的有效性，揭櫫消解主體、多元主義的認識論。 台灣近十年來的教育改革提倡，在中等技職教育的重要變革有：終結教育的轉型、職業學校法的修訂、綜合高中的推動、高中職社區化的提倡、高職95群科課程暫行綱要的公佈、學校本位課程的發展、多元入學方案的改革等。這些變革，隱然呼應後現代主義強調：差異複雜、開放多元、民主對等、本位發展、消解主體與多元主義方法論之體現。 本研究在文獻探討與實徵問卷調查分析後，驗證了後現代境況與臺灣中等技職教育的發展在「應然面」與「實然面」都有著一定程度的相關性。有關後現代境況與中等技職教育的發展的相關在約900位抽樣的教師中有高達「同意」程度的認同。經由因素分析發現「尊重差異」、「多元開放」、「本位發展」、「適性揚才」、「賦權增能」等境況，皆為高職教師高度認同的教育變革取向與共識。 本研究的發現，應可做為以後相關研究或教育改革決策分析的有效參考。The change of postmodern society will have certain influence on educational concepts. By reviewing literature, postmodern circumstances stress on : respecting on differences, putting emphasis on multiple openness, holding on the ideas of democracy and equality, encouraging based development, advocating eliminating subjectivity, reflecting on multiple methodology. The important presentations can be expressed as followed: （1）postmodern society reflects on the intolerances of generality, identity, and universal. On the other hand, it also stresses on complex differences and flexibilities.（2）postmodern society eliminates one-dimension subjectivities, anti-duality, paradigm regulations, on the other hand, it also emphasis on the educational ideas of multiple openness, destructing norms.（3）postmodern society critic on : the priority of science, the boundary of disciplines, the classification of knowledge. On the other hand, it advocates democracy and categories-integrated.（4）postmodern society is anti-hierarchy. On the other hand, it encourages the administrative ideas of based development and empowerment and deregulations.（5）postmodern society negatives the validity of instrumental rationality. On the other, it stresses the epistemology of anti-subjectivity. Over the past ten years, the secondary technical and vocational educational reforms have including : the transfers of terminal education, the enforcement of comprehensive high schools, the advocacy of high schools learning community, the provisional vocational high schools curriculum, school-based curriculum development, multiple admission projects. The presentations mentioned above responds to the postmodern society presentations. With literature review and empirical questionnaire analysis, this study identifies highly-relations and apparent on both “what ought to be” and “what it is”. More than 900 sample vocational high schools teachers “agree”that postmodern society presentations will somewhat influence technical and vocational education in Taiwan. By means of factor analysis, vocational high schools teachers hold the consensus of future vocational educational reform are : “respecting on differences”、“multiple openness”、“based development”、 “adaptive selections”、“empowerment”. The study can be an effective reference framework for related research and educational policy analysis.