入學考試變革下的教與學：高中教師的看法

Teaching and Learning Under the Reform of Universities Entrance Examination: Perspectives from the Senior High School Teachers

本研究聚焦於108新課綱實施與升大學入學考試變革下，高中教師的教學與學生學習的改變情形，藉由文獻探討和線上問卷分析，以期探討大學入學考試變革過程中，高中教師對於當前新課綱與考招制度的看法，據以了解入學考試變革下的教學與學生學習的真實現況。本問卷立意取樣邀請全臺灣不同地區之高中教師99名，填寫對於入學變革後教師教學與學生學習之看法。本研究之分析與討論如下：超過七成的受訪教師認為教學方式改變很大、大部分教師表示學習歷程檔案過於繁瑣、大部分教師憂心弱化基礎學力，惟學測成績仍是關鍵、大部分教師憂心學生學習壓力仍在，學習動機待加強、教師的負擔壓力變大，教師期待更多的專業增能、過半教師主張分科測驗需增國文與英文。本研究透過高中教師的真實觀察與教學實踐，對於大學入學制度的政策實施，提供實務面的探究，真實的回應入學考試變革下，教師的教學改變與學生個別化的學習需求。

This study focuses on the changes in teaching and student learning in senior high school under the implementation of the 2019 new curriculum guidelines and the reform of university entrance examinations. It aims to explore high school teachers' perspectives on the curriculum guidelines and admission systems during the process of reform. The study conducts literature review and analysis of online questionnaires to gain a better understanding the actual teaching and student learning under the admission exam reform. A total of 99 teachers from different regions in Taiwan were invited to complete the questionnaire regarding their views on teaching and student learning after the admission reform. The findings and results are as follows: First, over 70% participants believed that their teaching methods have changed significantly. Secondly, most teachers expressed that the learning portfolio process was too burdensome. Thirdly, the majority of teachers were concerned about the weakening of the students’ basic learning abilities, while university entrance examination scores remained crucial. Fourthly, many participants expressed concern about their students experiencing learning pressure and a decrease in learning motivation. Fifthly, teachers reported increased workload and stress, and they expect more professional development opportunities. Sixthly, more than half teachers advocated for an increase in Chinese literature and English in the subject-specific exams. This study offers practical insights into the implementation of university admission policies based on observations and teaching practices of high school teachers and provides genuine responses to the changes in teaching and the personalized learning needs of students under the admission exam reform.