高中體育班的政策執行成效及非預期效果

Abstract

「體育班」是我國為了培育優秀運動人才所設立的一種集中培訓制度，其所\n培育出的學生運動員歷來已在各項國內外競賽獲得佳績。但該制度因過度重視訓練績效而長期忽略學業學習，致使體育班遭受學科程度低落的批評。有論者認為此現象將導致學生難以銜接社會，但教育理念與政策變遷的趨勢都漸漸的不再以學業表現作為評斷學生的標準。職是，本研究將學業程度低落作為政策問題，從政策執行的角度去討論執行成效、非預期效果及其影響因素，並提出政策建議。\n\n本研究透過文獻分析法與深度訪談法蒐集資料，並以政策執行類型理論與政\n策體制觀點進行分析。本研究發現如下：一、體育班的政策目標意涵模糊不清，且利害關係人間對政策目標的想法衝突性低，屬於 Matland 政策執行類型理論中的實驗執行。二、體育班學生屢在國內外競賽獲得佳績，顯示其確有培訓績效。三、整體高中體育班畢業生有 84.20%就讀大學，顯示其在升學上亦有相當績效。四、研究場域的學生僅有不到一半的人讀大學，顯示該校體育班績效較差。五、學生的學測成績落在底標，確實存在學業程度低落的非預期效果。六、影響體育班學生學業程度低落的因素包含學測成績無法在入學管道中發揮篩選功能、教練績效評鑑制度重視訓練績效、體育班評鑑制度也重視訓練績效、學生在國中時的學科學習狀況差、教師因應學生程度調整評分方式、教練潛移默化影響學生。七、體育班能夠培養出具備身心素質與自我精進、系統思考與解決問題、人際關係與團隊合作等核心素養的學生。八、體育班發揮社會安全網與社會流動的效果。\n\n最後本研究提出相關政策建議：短期而言，主管機關可以設計適用於高中體\n育班的教材與課程規劃、調整教練績效評分比重、實施教練的研習培訓、全面檢討體育班評鑑指標、蒐集並擴散成功有效的學習輔導經驗。中期而言，主管機關應朝健全運動環境、培養運動習慣與運動人口的目標持續前進。長期而言，主管機關需要思考我們是否仍需要體育班此一制度。

“Sport talent class”is an education policy to cultivate eminent sportsman. These students have shown good performance in many competitions. However, because we before put too much emphasis on sports training rather than academic learning, they have been criticized for poor academic performance. Some believe it would have bad influence on students’ career development. Nevertheless, the new educational philosophy and the changes of education policy show that we don’t evaluate a student only by his academic performance. As a result, this study takes poor academic performance as the core concern, discusses the policy performance, unintended consequence and affecting factors form the policy implementation aspect, and finally provides policy suggestion\n\nThis research uses document analysis method and in-depth interview as research method, and analysis by ambiguity-conflict model and policy regime perspective. There are seven findings in this research. First, the sport talent class policy is high-ambiguity and low-conflict, and it can be classified as experimental implementation type in Matland’s ambiguity-conflict model. Second, students in sport talent class have got good grades in many competitions. It shows this policy have outstanding performance. Third, there are 84.20% sport talent class students of all senior high school attending college. It shows this policy have good performance.Forth, there are less than half students of this school attending the college. It shows this school should improve its performance. Fifth, students’ grades of General\nScholastic Ability Test (GSAT) are bottom 12%. It shows there exists the unintended consequence of bad academic performance. Sixth, the influencing factors of bad academic performance include the grade of GSAT couldn’t play an important role when entering college, the performance evaluation mechanism of coaches and schools both emphasize the sports competition results, students have had poor academic performance since junior high school, teachers adjust the assessment criteria of students’ academic performance, coaches influence students’ thinking imperceptibly.Seventh, sport talent class has cultivated students with three core competencies(interpersonal relationships and teamwork, logical thinking and problem solving, and physical and mental wellness, and self-advancement). Eighth, sport talent class can become social safety net and promote social mobility.\n\nEventually, this study provides some policy suggestions. In the short term, competent authority could design the curriculum planning and teaching materials for sport talent class, revise performance indicators of coach and school, spread the successful academic support case, and teach coaches how to combine sports training with core competency. In the middle term, competent authority should improve sports environment and develop public’s sporting habit. In the long term, competent authority should consider whether we need sport talent class or not.