體驗區
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| 篇名 |
法國教育優先區的立論基礎與批判
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| 並列篇名 |
Theoretical Basis and Critical Analysis of France’s Educational Priority Zones
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| 作者 |
許宏儒(Hung-ju Hsu)
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| 中文摘要 |
本文的目的為探討法國教育優先區的立論基礎與批判。本文是臺灣較少研究觸及之處，也是本研究的原創性與價值。研究方法為文件分析，透過相關教育機會均等之文獻與研究著作之分析，探究法國教育優先區的歷史發展與21世紀之走向。法國教育優先區之立論基礎，以積極的差別待遇為精神，但90年代後則處於中央集權與新公共管理之間的矛盾。本研究之結論與啟示為：1. 法國教育優先區重視弱勢學生知識與能力之素養的培養2.讓弱勢者成為主動學習者與樂於助人的學習者。3.專業培訓者入校協助。4. 與在地資源緊密合作。最後，透過批判的檢視，法國以「區域」為基礎帶來了重大問題，以「在地陪伴的合約」取代區域亦有其困境。
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| 英文摘要 |
This study conducted a critical analysis of educational priority zones in France and analyzed their theoretical underpinnings. This area of research has rarely been explored in Taiwan, lending both originality and value to this investigation. Employing theoretical analysis coupled with a literature review focused on the equality of educational opportunity, this study traced the historical evolution of France’s educational priority zones and forecasted their trajectories in the 21st century. Initially, the educational priority zones were established on the basis of the principle of positive discrimination. However, since the 1990s, these zones have been pulled into conflicts related to the centralization of governmental authority and the country’s New Public Management approach. The results of this study reveal that the focus for educational priority zones in France is increasingly being placed on the development of knowledge and skill competencies. Furthermore, these zones effectively transform disadvantaged individuals into proactive and constructive learners. Collaboration between professionals in training roles and schoolteachers is another key element of the zones, as is a strong emphasis on developing close connections with local resources. This study conducted a critical analysis of the major problems related to the zones, particularly those rooted in the fact that the zones are geographical divisions. Specifically, the study explored the predicaments relevant personnel will face in transitioning from a zonal and territorial model to a contract-based local support system, known in French as contrats locaux d’accompagnement.
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| 頁次 |
043-066
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| 關鍵詞 |
法國
、教育優先區
、區域
、France
、Educational priority zone
、Zones/ Territoires
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| 卷期 |
57:2
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| 日期 |
202310
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| 刊名 |
教育研究學報
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| 出版單位 |
國立臺南大學
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| DOI |
10.53106/199044282023105702003
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