英文摘要 |
The purpose of this paper is not only to explore the development and reform of Korea secondary education, but process of High School Equalization Policy in Korea. Although there are problems in this policy, such as depriving students' right of education and low quality of students, but its development process and experience is still worth to learn by Taiwan government which is practicing 12 years education. South Korea and Taiwan are pursuing promotion rate, resulting in heavy pressure on students' academic. Situation of participate in after school tutoring classes is very common. High tutoring costs (Korea called "private education fees") led a lot of disadvantaged families in economically cannot afford, to create a differentiation phenomenon of uneven education class. For this reason, Korea government launched High School Equalization Policy in 1974 for that promote normalization of public education, reduce private education fees. However, in decades, the, pros consider that implementation of the policy had an active preventing effect uneven educational resources from social class differentiation. Cons consider that the policy take students' right of choice of education, school education cannot meet the demand of parents for the education of personalized features, may delete opportunities of students who have gift can fast success. The implementation of the policy for decades, in favor of the opinion that the policy of educational resources uneven social class to have an active role in preventing differentiation; opposition party that policy to some extent is deprived of the choice of the right to education of the students, school education cannot meet the demand of parents for the education of personalized features, stifle students with outstanding potential quickly the chances of success. Implementation of high school education policy in Korea, for some perspectives, eliminates intense examination competition for entry to the first-class high school. Normalize junior high school education to balance equipments, resources and academic staff of high school. The policy also relieved situation of school level differentiation in region and after school tutoring. |