當「大學選才」遇見「高中育才」：大學多元入學考招改革的批判論述分析

Selection or Cultivation? A Critical Discourse Analysis of Reforming the Multiple Pathways of the College Admissions Program

十二年國民基本教育於108學年度全面實施，配合課程綱要改革時程，大學入學政策也於111學年度調整。本文將大學多元入學政策的改革視為一論述場域，將本次改革歷程作為個案，探究大學端、高中端與教育團體等利益關係人對改革目標的論述，資料蒐集範圍包含政策文本與媒體報導，採Fairclough的批判論述分析方法，以文本分析和論述實踐分析為主。研究結果顯示，大學考招論述在傳統人力資本論的影響下，分化為個人層次的「以功績主義分配大學教育機會」和國家層次的「保障國家人才素質」兩種主流論述，本研究闡明利益關係人如何利用不同媒體管道和政策文本建構相對應的論述。

This study looks at how various stakeholders such as university representatives, senior high school teachers, and educational groups construct their own discourses on the issue of reforming of the College Admissions Process (CAP). The context is the implementation in 2019 of the 12-year Basic Education Curriculum. A crucial part of this curriculum reform concerns the selection process with regard to students' admission to universities, which needs to be changed in 2022. Here Fairclough's critical discourse analysis is applied as the means of inquiry, and the data are drawn from policy texts and news reports. In this study, our analysis focuses on the texts and discursive practices related to the CAP. Our findings indicate that the discourses related to the CAP fall into two major categories: that of meritocracy at the personal level and that of human capital at the state level. How stakeholders utilize various channels including print and visual media, as well as policy documents, to construct their preferred discourses is discussed in depth in this study.