我国台湾地区“原住民族”教师政策分析

发布时间：2018-03-12 18:16

本文选题：我国台湾地区　切入点：政策分析　出处：《广州大学》2017年硕士论文　论文类型：学位论文

【摘要】：教育政策是一个国家或地区分配教育资源的重要手段,教育政策的内容和效果影响着教育的现状和未来的发展。少数民族教育是衡量一个国家或地区教育质量和教育公平的重要标准。在教育的元素当中,教师是最为重要的元素之一,因此民族教师政策实施效果约束着民族教育事业的发展,制约着一个国家或地区教育整体的发展。本研究在文献梳理的基础上,首先使用金登(John W Kingdon)的“三条溪流”框架对我国台湾地区“原住民族”教师政策的政策议程进行分析,获得我国台湾地区“原住民族”教师政策形成原因及现实制约,以至于能理性地分析后文。接着根据台湾地区颁布的有关“原住民族”教师政策、法规中应达到的政策目标进行描绘,掌握其变迁趋势。按照福勒(Frances C Fowler)的政策评价法,通过统计数据、实地调查、深度访谈的方法来评价了“原住民族”教师政策的效益,并进行政策成效归因和相关因素归因,研究发现“原住民籍”校长与教师人数增幅小;“原住民籍”校长、教师比例逐年降低;“原住民”重点中小学校长、教师学历逐年提升;通过族语认证教师人数增加;多元文化教育的课程的增加。总的来看,台湾地区的“原住民族”教师政策有一定效益,但效益程度有待评价。最后提出对于台湾地区“原住民族”教师政策的相关建议:“原住民族”教师政策体系应完整;“原住民族”教师政策内容应明确;“原住民族”教师政策应强调鼓励性;“原住民族”教师政策应强调鼓励性。进而提出对大陆少数民族教师政策的启示:完善少数民族教师政策体系;深化少数民族教师政策理论研究;注重少数民族教师政策目标明确性;注意区分少数民族教师政策客体。
[Abstract]:Education policy is an important means for a country or region to allocate educational resources. The content and effect of educational policy affect the present situation and future development of education. Education of ethnic minorities is an important standard to measure the quality and equity of education in a country or region. Teachers are one of the most important elements, so the effect of implementing the national teacher policy restricts the development of national education and restricts the overall development of education in a country or region. Firstly, the "three streams" framework of John W Kingdonis is used to analyze the policy agenda of the "aboriginal" teacher policy in Taiwan, and the causes and practical constraints of the "aboriginal" teacher policy in Taiwan are obtained. So that we can rationally analyze the following articles. Then according to the policy objectives that should be achieved in the laws and regulations promulgated by the Taiwan region regarding the "aboriginal" teachers, we can grasp the changing trend. According to the policy evaluation method of Frances C Fowler. Through the methods of statistical data, field investigation and in-depth interview, this paper evaluates the effectiveness of the "aboriginal" teachers' policy, and makes the attribution of policy effectiveness and related factors. The study found that the number of "aboriginal" principals and teachers increased slightly; the proportion of "aboriginal" principals decreased year by year; the number of "aboriginal" principals of key primary and secondary schools increased year by year, and the number of teachers certified by ethnic languages increased year by year. The increase in the curriculum of multicultural education. In general, the "aboriginal" teacher policy in Taiwan has certain benefits. However, the degree of benefit needs to be evaluated. Finally, some suggestions are put forward for the "aboriginal" teacher policy in Taiwan: the "aboriginal" teacher policy system should be complete, the "aboriginal" teacher policy content should be clear, and the "aboriginal" teacher policy content should be clear. "the teacher policy should emphasize the encouragement, the" aboriginal "teacher policy should emphasize the encouragement, and then put forward the enlightenment to the mainland minority teacher policy: consummate the minority teacher policy system; Deepen the theoretical research of minority teachers' policy, pay attention to the clarity of the policy objectives of minority teachers, and pay attention to distinguishing the objects of minority teachers' policies.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G451

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