運用文字探勘探討臺灣實驗教育政策的實施與討論度分析

Abstract

本研究以2014年實驗教育三法公布以來之學術文本為分析資料，蒐集期刊與博碩士論文，按照年份的差異將文本分為2014年至2020年7個年分之文檔，進行文字探勘分析，並運用TF-IDF進行統計分析與潛在狄利克雷分配建立主題模型，用以探討實驗教育政策實施以來，7個年分文檔所提取出之各10個主題中，每年主題探討之議題的差異與趨勢分析。獲得結論如下：在趨勢方面則分為三個時期：政策初期探討理念至法規面（2014年至2016年）；政策中期探討特色課程與合作（2017年至2018年）；政策後期較多政策與措施面（2019年至2020年）。\n而實驗教育議題內容在課程與教學層面中由強調圖像與理念轉向注重創新特色並與時下之素養以及全人教育議題銜接，但大多數的議題仍圍繞在課程與教學，使得課程與行政層面之議題數量有明顯差異。行政與制度層面中發現在制度中教育階段延伸至探討高教層面並引入社會合作的概念，而在法規探討較集中於特定年分以及政策面議題分散在特定年分的文本中且討論低，因此使得行政面議題明顯較少。特殊議題層面則是關心教育現場與國際實例連結，在地層面則注重原住民與偏鄉聯結，但特色課程與創新教學討論元素較少，因此特殊議題仍只有原住民、混齡、華德福與耶拿等幾個議題。

This study based on the academic texts published in the 3 types of Experimental Education Act of experimental education in 2014, this study collects journals and the Master`s thesis, and divides the text into seven year documents from 2014 to 2020 according to the difference in year, and using text mining approach, TF-IDF for statistical analysis and latent dirichlet allocation to establish topic models, to discuss the differences and trends of the topics discussed in each of the 10 themes extracted from the 7 year documents since the implementation of the experimental education policy. The conclusions were as follows: In terms of trends, it could be divided into three periods: from the initial stage of policy discussion to the regulatory aspect (from 2014 to 2016); Feature courses and partnerships in the middle of the policy (2017-2018); There were many policies and measures in the later stage of the policy (2019-2020).\nThe content of experimental education had changed from emphasizing images and ideas to focusing on innovative features and connecting with current issue such as literacy and all-around education. However, most of the topics still focused on curriculum and teaching, making the number of topics significantly different between curriculum and administration aspect. In the administrative and institutional level, the education stage was extended to explore the higher education level and introduce the concept of social cooperation, while in the legal and regulatory level, the discussion focused on the specific year and the policy issues were scattered in the text of the specific year and the discussion was low, so the administrative issues are significantly less. In special issues aspect, focus on the connection between indigenous people and rural areas, but there were few discussion elements in featured courses and innovative teaching.