國家教育研究院

　　解嚴之後，後期中等教育的發展在量與質的方面，均有顯著的成長與變化，也逐漸衝擊到既有的制度架構與教育定位。因此，普通高中、職業學校、綜合高中等後中主要進路，均面臨定位上的爭議。本研究是高中課程發展基礎研究整合型計畫中的子計畫一，深入探討普通高中的定位與課程問題，本研究依兩年的研究期程，第一年先探討影響後期中等教育的社會經濟趨勢、分析後中課程異同的學理基礎，特別關照共同核心課程的性質與功能，第二年又繼之分析後期中等教育的目的、我國歷年高中課程的理念、並分析我國後中課程的理想模式。本研究採用的研究方法，包括文件分析、問卷調查、焦點座談等。本研究最後出五項結論，包括第一，影響後期中等教育發展的社會經濟趨勢主要有三個層面；第二，共同核心課程是進路間的共同教育與轉銜的基礎；第三，高教入學的方式有三，其與高中課程有對應的關係；第四，後中課程可分為分軌型、連結型、與統整型，並各有其特徵；第五，普通高中的發展趨勢影響其教育功能的展現，主要顯現在其菁英色彩的降低與與異質性的增加，因而陶冶與準備的功能乃被凸顯；最後，普通高中的教育定位需關照陶冶、試探、分化與準備，因此需重視彈性分流與漸進分化之原則。本文最後乃依此提出相關建議，希望對未來普通高中教育的改革有所助益。

　　Since the lift of martial law in 1987, upper secondary education in Taiwan have been went through a changing process in the sense of both quality and quantity. As a result, the system and framework of upper secondary education have been increasingly affected. This research aims to investigate the orientation of and the relationship among curricula of upper secondary education in Taiwan. As part of a foundational research project focusing on senior high schools, this research last for two years. In the first, year, research themes included trends affecting upper secondary systems, rationales for upper secondary curricula with a special reference on common core curriculum. In the second year, research themes were aims of senior high schools, aims of senior high curricula, and ideal models for upper secondary education. Research methods adopted in this research are documentary analysis, questionnaire, and group-interview.?

　　Based on the research above, six conclusions were summarized as follow. First, three main aspects of social and economic trends were identified as influential on upper secondary system. Second, common core curriculum serves as a common foundation for both common requirement and transfer. Third, admission to higher education can be summarized as three different models with their corresponding curriculum features in upper secondary education. Fourth, curricula of upper secondary education can be recognized as tracked, linked and unified models. Fifth, orientation of senior high schools were increasingly recognized as less elite but more diverse in terms of students' interest, aptitude, and achievement. Sixth, four main functions of upper secondary education should be recognized and, as a result, the rationale of flexible specialization and gradually differentiation are highlighted.