私立國中多元入學變革之家長觀點──以學生美術比賽為省察視角

Parental Perspectives on the Reform of Private Junior High School Admissions in Taiwan: A Reflective Study of the National Student Art Competition

長久以來，私立國中升學考試對部分小學生的學習與生活造成壓力，引發社會關注。2023年11月，臺中地區15所私中達成共識，廢除紙筆考試，改採評量學業成績、多元表現與競賽成果的多元入學制度。
本文探討的全國學生美術比賽已實施逾半世紀。近年來在升學導向下，獲獎成為私中甄選的重要加分項目。然而，比賽實踐逐漸偏離藝術教育初衷，出現分析評審喜好、策略性選擇冷門類別參賽，以及過度指導等現象，削弱了比賽「提升創作素養與美感鑑賞能力」的美意。
本研究採質性方法，聚焦私中多元入學實施現況，以及美術比賽在升學脈絡下所衍生的潛在課程與教育價值轉向問題。透過深度訪談兩組具不同社經背景之學生家長，探討其對升學壓力與比賽現象的看法。研究發現：
一、私校採多元入學後，學生壓力不減反增的主因是備考項目增加。
二、受訪家庭普遍對公立國中缺乏信任，對同儕組成與教學品質抱持顧慮。
三、家長與指導者過度介入美術比賽，造成學生追求獎項的惡性競爭，偏離藝術學習本質。

For years, entrance exams for private junior high schools in Taiwan have placed significant pressure on elementary students, drawing public concern. In November 2023, 15 private schools in Taichung agreed to abolish written exams, adopting a multi-admission system that evaluates academic performance, diverse achievements, and competition results.
This study examines the National Student Art Competition, which has been held for over half a century. In recent years, awards from the competition have become a major advantage in private school admissions. However, practices such as analyzing judges’preferences, strategically selecting less competitive categories, and excessive adult intervention have increasingly deviated from the competition’s original educational purpose of cultivating artistic literacy and aesthetic appreciation.
Using a qualitative approach, this research explores the current implementation of multi-admission policies in private schools and the shifting educational values and hidden curriculum embedded in art competitions under an exam-oriented context. In-depth interviews were conducted with two groups of parents from different socioeconomic backgrounds. Key findings include:
(1) the multi-admission system has not reduced pressure but increased it due to expanded preparation demands; (2) most participating families expressed distrust toward public junior high schools, citing concerns about peer environments and teaching quality; and (3) over-involvement by parents and instructors has intensified unhealthy competition and distanced students from authentic artistic learning.