| Summary: | 博士 === 國立臺灣師範大學 === 教育學系 === 106 === The purpose of this study is to discuss the governmentality of education policy–taking the entrance system in 12-year basic education as an example. Data included qualitative data from semi-structured interviews and data analysis. The subjects of this study consisted of education-related administration staff, school administrators, full-time teachers, parents of ninth grade junior high school students, parent associations and ninth graders of junior high school, 28 participants in total. The researcher employed NVivio Pro 11 to decode and classify the interview data. The conclusions of this study are summarized as follow:
1.The rationality of governmentality of education policy mean to be positive, but it disregard the people sentiment. In addition, the operation of power met some degrees of oppositions which led the policy to be amended constantly.
2.The technique of governmentality of education policy involved both The governance of others and self-governance characteristics. Owing to the complication of governance situation, multiple dynamic power should be embedded in the governmental relationship.
3.All stakeholders can raise reasonable question to the education policy. The response of the policy from MOE might vary from group to group.
4.The excellence effect of governmentality of education policy, although the MOE is actively take the initiative, but due to the misalignment of policy objectives and means and the limitations of realistic conditions, the ideal goal has not yet been accomplished.
5.The effect of governmentality of education policy on school instruction and learning surveillance dimension: the policy needs to focus on remedial instruction, literacy teaching, differentiated instruction, highlighting the function of Comprehensive Assessment Program for Junior High School students and its transformation.
6.The effect of governmentality of education policy on school administration dimension: the policy needs to focus on career guidance and visiting activities, make adaptive shunt, diversification development, activate learning and the enhancement of social adaption. Nevertheless, it also led to the negative effects of the private school and cram school.
7.The effect of governmentality of education policy on student learning dimension: the policy needs to focus on policy makers should reflect the class reproduction, the unfavorable situations of disadvantaged students, the pressure of self-demanding and the willpower of independent learning exist.
8.The improvement tactic of future governmentality of education policy: boost the mechanism of leader’ trust to others, offer the learning techniques and follow public opinions to construct policies.
9.The improvement strategies of future governmentality of education policy: provide strategies to prevent emerging questions and possessing risk thinking, provide strategies to integrate policy and implementing multi-dimensional analysis and provide strategies to govern across-boundaries.
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