教育政策論證之探究—以教師專業發展評鑑政策為例

Exploration of Educational Policy Argument.Taking Teachers Professional Development Evaluation Policy as an Example

教育政策的制定過程，並非全然理性與完美，而正式實施之政策，由於需要兼顧各政策利害關係人的需求，政策實施成果亦可能無法盡如人意。本研究以教師專業發展評鑑政策為例，探討公共行政的政策論證在教育政策的政策形成、規劃及推動上的應用情形。具體研究目的乃從公共政策的論證角度，探討教育政策論證過程所發生的問題，以至於影響政策的執行成效。最後依據研究結論，提供政府教育政策部門今後訂定教育政策的參考。本文採文獻分析為研究方法。研究過程中以教師專業發展評鑑政策為例，藉由政策論證的理論框架，瞭解公共政策之論證的過程與模式，以政策論證的角度，對教師專業發展評鑑政策做深入的剖析。根據此研究目的及文獻分析的方法，本研究獲得下列結論：1.釐清政策理念與目的，才能避免以錯誤的方式解決政策問題﹔2.定錯論證方式與立論依據，增加政策說服力﹔3.澄清政策爭議之處（駁斥理由），固守政策立場﹔4.理解政策論證價值論述之兩面性一水能載舟，亦能覆舟﹔5.規劃者與執行者，共同參與政策決策過程，實現民主的價值。根據研究結論，本研究建議：1.教育部與教師團體、家長團體應建立互相協助與信賴的關條﹔2.政策協商過程，應擴大參與空間與善用媒體，以求獲得政策認同﹔3.教師應體認自身為公共服務提供者角色，善盡公共責任。

The process of formulating education policies is not entirely rational and perfect. However， due to the need to take into account the needs of policy stakeholders， policy implementation results may not be satisfactory. This study takes the teacher professional development assessment policy as an example to discuss the application of policy formulation of public administration in policy formulation， planning and promotion of education policies. The purpose of the specific study is to discuss the problems that have occurred in the process of demonstrating education policies from the perspective of public policy argumentation， and thus affect the effectiveness of policy implementation. Finally， based on the research conclusions， the government education policy department will provide reference for future education policies. This article uses literature analysis as a research method. In the course of the study， taking teacher professional development evaluation policy as an example， through the theoretical framework of policy argumentation， we understand the process and mode of demonstration of public policy， and conduct an in-depth analysis of teacher professional development assessment policy from the perspective of policy argumentation. According to the purpose of this research and the methods of literature analysis， this study has obtained the following conclusions: 1. Clarify the policy philosophy and purpose in order to avoid the solution to the policy problem in the wrong way; 2. Fix the anchor argument method and argument basis， increase the persuasiveness of the policy; 3 Clarify policy disputes (refutation reasons) and adhere to policy positions; 4. Understand the two sides of policy argumentation value discussion--Hydropower can carry a boat， can also overturn it; 5. Planners and implementers， participate in policy decision-making process， realize The value of democracy. According to the research conclusions， the study recommends that: 1. The Ministry of Education and the teacher groups and parent groups should establish mutual assistance and trust; 2. The process of policy consultation should expand the space for participation and make good use of the media in order to gain policy recognition; Teachers should recognize themselves as the role of public service providers and do their best to fulfill public responsibilities.