十二年國教升學悖論之芻議

The Paradoxes of High School Admission in 12-year Basic Education

國內升學制度不斷改革，十二年國教會考自2014年實施，高舉「免試入學」與「特色招生」期待達到就近入學的美意。改制前後幾年（特別是2013至2015年）輿論沸騰，之後日趨平淡，少見研究或輿論分析會考及免試升學達成的教改理想。2021年5月為九年一貫課程綱要末代國中會考，本文撰寫藉由2012至2021年各界論點及對話，就九年一貫課綱會考，同時採行的免試升學現象作一剖析。首先就十二年國教改用會考上路後的「免試入學」與「特色招生」進行介紹，並說明其間且走且修的樣貌。其次，分析教改理想和免試升學上路後出現的一些悖論現象。最後，文中指出國內想藉由考試制度改革引導教學正常化，難以見效，更悖離均等、尊重差異、關懷弱勢的人文價值。學習的卓越是以學生為基底的課程教學改進，而非免不「免試」的徘徊與折騰，更期待108新課綱的升學制度，別讓素養美意背了會不「會考」的黑鍋。

High school admission has been reformed for several decades in Taiwan. Comprehensive Assessment Program for Junior High School Students (CAP) in 12-year Basic Education had been conducted since 2014. Meanwhile, Exam-free admission and Featured Enrollment have been two central approaches for admission nearby. The changes have triggered heated debates for a couple years before and after (especially in 2013-2015). However, there is few public opinions discussing about the ideals of the reforms. It was the last time of CAP in accordance with Grade 1-9 Curriculum Guidelines in May, 2021. This paper aimed at exploring the changes of high school admission. Firstly, it described the features of exam-free admission and featured enrollment and the amending of them by dealing with things as they came. Next, it indicated several paradoxes between the rationales and practice of the reforms. Finally, it proposed that leading teaching innovation by examination reform was hard to work and went against human value in terms of equality, respecting and caring. Promoting students' capabilities was based on teaching improvement rather than uncertainties of examination change. It had argued that the new 108 competence-oriented curriculums shouldn't be made a scapegoat for CAP at all.