教育改革何去何從？西班牙近期中小學教育及課程改革爭論之評析

The Analysis of Controversial Issues on Current Primary and Secondary Educational and Curriculum Reforms in Spain

西班牙於2006 年進行本世紀第一波中小學教育及課程改革，然而，2008 年金融海嘯與歐債危機後，為降低早期輟學率與青年高失業率，並改善教育品 質及效率，於2013 年由中間偏右的人民黨推動《教育品質改善法》，但此教育 革新修訂法案自生效實施後仍爭議不斷，迄今方興未艾。本文討論的課程改革 即聚焦在上述法案，研究發現在西班牙此波中小學教改中，前期中等教育階段 的教育分流有造成不平等之疑慮；其次，外部學力評量之施行引發社會爭議， 且各界對外部總結性之國定標準評量與學位掛勾意見歧異；再者，新的課程架 構設計易造成學科間之排擠效應；此外，課程學科偏重工具性知識的產出結果； 最後，宗教教育、國家及自治區官方語文課等課程之爭論亦造成課程革新之路 窒礙難行。

In 2006， Spain had carried out a reform on her primary and secondary education and curriculum the first time of this century. However， after the global financial crisis in 2008 and the European sovereign debt crisis in 2010， she had to further pass LOMCE (the Organic Law on the Improvement of the Quality of Education) in late 2013 to improve her education quality and efficiency， with an attempt to decrease the highly rising rate of school dropout and youth unemployment in Spain. Nonetheless， despite all the efforts have been done under the new law， LOMCE has caused certain controversies since its implementation. This research tries to analyze its characteristics of the reform on primary and secondary education and curriculum in Spain. By focusing on relevant discussions and issues arisen from the reform， this study investigates several concerns， such as too early on education diversion might lead to inequality; the education evaluation conducted by an external party could cause social controversies; the new curriculum structure design tends to cause an inter-disciplinary crowding out effect; the new courses focus simply on the output of instrumental knowledge; as well as the disputes between the religion education and co-official languages posing as obstacles to the reform implementation.