實驗理念、課程轉化與學習表現：以兩所公辦學校型態實驗教育為例

"Experimental Philosophy, Curriculum Transformation and Learning Performance: Two Cases of School-Based Experiment Education"

對照聯合國教科文組織致力推動基礎教育普及與減少文盲的《全民教育》（Education For All / EFA），台灣早在1987年即已實現「全民教育」的理想，更從教育人權的角度通過《教育基本法》與「實驗教育三法」，推動「以人民主體」的教育多元發展。本文將以「實驗理念、課程轉化與學習表現」為主軸，一方期待釐清實驗教育課程與「特色課程」、「學校本位課程」、「主題統整課程」或十二年國教「校訂課程」之差異，另一方面則是藉由實驗教育理念類型、課程理念取向、課程與教學轉化以及學生學習表現之分析架構，探究二所公辦學校型態實驗學校之課程發展及其學生學習表現，據以呈現實驗教育的價值，同時也提醒應該注意「實驗教育貴族化」可能潛藏的教育創業或商品化現象。

"In contrast to the 'Education For All (EFA)' by the United Nations Educational, Scientific and Cultural Organization (UNESCO) which is dedicated to promoting the popularization of basic education and reducing illiteracy, Taiwan has already achieved 'Education for All' as early as 1987. From the perspective of educational human rights, the 'Basic Education Law' and the 'Three Acts of Experimental Education' have been adopted to promote the diversified development of education for 'people-oriented'. This article looks forward to clarifying the differences among experimental education curriculum and the 'feature curriculum', 'school-based curriculum', thematic-integrated curriculum' or the twelve-year basic education 'school-developed curriculum', on the one hand, and explores the curriculum development and student learning performance of two school-based experiment cases, on the other hand. The author anticipates presenting the value of experimental education and also reminds us to pay attention to the phenomenon of educational entrepreneurship or commercialization that may be hidden in the 'experimental education aristocratization'. "