A Study on Development Trend of 12-year Basic Education with Examinations-free Entrance Program in Learning Area

• Main Authors: LIN,BO-CHOU, 林伯洲
• Other Authors: YANG, JUI-MING
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/hd6zy5

碩士 === 佛光大學 === 未來與樂活產業學系 === 107 === The first stage of 12-year basic education includes elementary and junior high school. This stage focuses on educational universalization, tuition-free, and being compulsory. The second stage refers to senior high school years or the first three years of five-year junior college. This stage is not compulsory, tuition-free on condition, and the schools vary to accommodate general as well as vocational education. To deal with the low birth rate in our country, the Ministry of Education has started to implement examinations-free entrance policy since 106 academic school year, hoping to relieve pressure of junior high school graduates and to help them enter local senior high school. This study aims at the content of examinations-free entrance and its implementation, as well as the various problems it has brought. Through literature review, data collection and in-depth interview, it is hoped that the current problems of examinations-free entrance can be fully addressed and dealt with. In addition, we hope to further examine if this policy has truly relieved students’ pressure and promoted the learning quality in junior high school. In total, six senior high schools are interviewed, including one general high school, one comprehensive high school, and four vocational high schools. It is discovered that examinations-free entrance has helped students enter schools that best suit them best and relieved their pressure, but has not brought significant benefits to the learning quality in junior high school. The study also discovers the existence of traditional ideology in education, that is, that only through examinations are students pushed to learn; this ideology has led to many obstacles in the implementation of examinations-free entrance. Therefore, there should be more communication involved. This study also discovers that examinations-free entrance policy has brought significant benefits to the learning quality and learning environment in senior high school, but has failed to bring significant benefits to the learning quality in junior high school.