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題名:以批判性詮釋途徑研究大專體育評鑑政策
作者:梁焜珉
作者(外文):Liang, Kun-Min
校院名稱:國立體育大學
系所名稱:體育研究所
指導教授:黃東治
學位類別:博士
出版日期:2018
主題關鍵詞:批判理論大專體育評鑑政策在地知識critical theorypolicy of college physical education evaluationlocal knowledge
原始連結:連回原系統網址new window
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本研究係以法蘭克福學派批判理論為基礎,探究我國大專體育評鑑政策,在研究方法部分以政策過程論為核心,運用文獻分析法及深度訪談方式進行政策探討。訪談對象包括政府機關決策者、評鑑委員及受評鑑學校代表等三類,希望藉由訪談瞭解各自的立場及受評學校的「在地知識」。本研究發現,大專體育評鑑政策是一種政府機關企圖控制大專體育發展的手段之一,然其在政策制定時無深入思考大專體育之內涵與價值,而是以自我的想像去生產指標並做為典範,其由上而下的政策性格也十分明顯。大專體育評鑑中的評鑑指標就像是政府機關認定的大專體育發展之應然方向,然後透過評鑑機制作為運作方式,在這整套的知識產出中,它可以決定是與非,也同時強化了自身的模式,最後它還提供了一種情境,讓在置身其中的每個人都同意它所決定的什麼是真理、什麼不是。本研究建議,在政策規劃時,應廣邀利害關係人及學生,針對評鑑目的、指標、方法等先進行討論;在政策執行時,應考量學校性質、規模的不同來設定指標,並以認可制代替等第制;最後在政策評估部分,應定期對整體政策進行評估,否則政策變遷的原因與政策效果並無連結時,只會讓人更不信任政策本身。
Based on the critical theory of the Frankfurt school, this study explores the policy of college physical education evaluation in Taiwan. The core of the research method is the policy process. Through a literature review and in-depth interviews, it probes into various aspects of the policy. The subjects include decision makers of governmental sectors, evaluation members, and the schools that were evaluated. Through the results of the interviews, the study aims to recognize the respective positions and “local knowledge” of the schools evaluated. According to the research findings, the policy of college physical education evaluation is one of the measures of the government for controlling physical education development in colleges. However, the construction of the policy is based on measures of imagination in the models, instead of seeking the profound content and value of physical education at colleges. The “top to bottom” policy characteristic is relatively significant. The measures of college physical education evaluation are the directions designated by governmental sectors regarding the development of college physical education, and they are operated by an evaluation mechanism. The output of knowledge can help decide the standard and also reinforce its model. Finally, it provides a situation in which everyone agrees with the truth determined. This study suggests that policy planning should invite stakeholders and students to first discuss the evaluation purposes, measures, and methods. The implementation of the policy should then establish measures from the attributes and scales of schools. One example is to replace the grading system by an accreditation system. Lastly, policy assessment should regularly evaluate the overall policy; otherwise, when it lacks any connection between the cause of policy change and policy effect, the policy will become more unreliable.
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