淡江大學機構典藏:Item 987654321/51178
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    Title: 臺海兩岸大學入學考試制度比較研究
    Other Titles: A comparative study on the universties entrance systems between Taiwan and China
    台海兩岸大學入學考試制度比較研究
    Authors: 吳孟潔;Wu, Meng-chieh
    Contributors: 淡江大學高等教育研究所碩士班
    楊瑩;Chan, Ying
    Keywords: 臺海兩岸;大學入學制度;比較研究;entrance system;between Taiwan and Mainland China
    Date: 2010
    Issue Date: 2010-09-23 14:39:32 (UTC+8)
    Abstract: 本研究採用文件分析法、訪談法與比較研究法,旨在探討台灣地區與大陸區大學入學考試制度之內涵,從制度發展沿革、實施現況及問題與發展趨勢等層面深入瞭解其歷程、實施現況及問題與發展趨勢,並比較分析其異同。本研究的主要結論如下︰
    壹、在兩岸大學入學考試制度之發展沿革
    台灣在1954年始有聯合招生制度,此後依高等教育發展狀況,不停試行各種改革措施;中國大陸從一開始的聯合招生方式,至1966年廢除高考後,於1976年恢復高考。兩岸至今仍採行統一招生模式辦理大學入學考試作業方式。
    貳、兩岸大學入學考試制度共同處
    一、兩岸大學入學考試制度皆採聯合統一招生與考試制度,配合多種入學管道,以利多元選拔人才。
    二、兩岸大學入學考試制度皆有專責主辦單位,在台灣為獨立財團法人基金會,中國大陸則是政府部門(教育部)下的直屬單位。
    三、兩岸大學入學考試制度皆採考招分離方式辦理。
    四、兩岸雖各有多種的大學入學考試方式,但學科考試仍是兩者使用最多、範圍最廣泛的考試形式。
    五、兩岸大學入學考試制度皆持續進行調整與改革,不斷調整入學管道與增加制度彈性。
    六、兩岸高等教育入學招生過程最關切之問題皆為入學機會公平性的問題。
    七、兩岸高等教育入學考試制度,均面臨「考試領導教學」或「應試教育」的爭議。
    八、兩岸的大學入學考試錄取制度均參照學生選填志願及考試成績採網路分發作業。
    九、兩岸高等教育入學考試制度的改革,都朝向授予高校更多自主權方式進行。
    十、兩岸的大學入學考試制度皆以建立誠信與監督機制為改革目標。
    參、兩岸大學入學考試制度相異處
    一、兩岸負責大學入學考試制度的單位性質與其所獲政府的支持度不同。
    二、兩岸決定高等教育入學考試科目的單位不同。
    三、在高考錄取制度方面,中國大陸的高考錄取制度為顧及區域名額分配,兼採分省(區、市)決定招生名額,台灣的大學入學考試則無區域名額分配的措施。
    四、中國大陸高考外語考科計有多種語言(英文、法文、西班牙文、日文等)供選考,且包含聽力測驗,台灣外語考科只有英文科且無聽力測驗。
    五、在網路化與電子化技術方面,台灣已應用於報名、選填志願與統一分發系統;中國大陸除報名、選填志願與統一分發系統之外,尚應用於閱卷與全程考場監控。
    六、在資訊整合方面,台灣是依負責單位進行資料統整與公告,中國大陸則有一個統一平台整合所有資訊。
    The purpose of this research is, by adopting the methods of document analysis, field interview, and comparative studies, to compare the university entrance examination system (including its development, current provision, problems and trends of reform in the future) between Taiwan and mainland China. The main conclusions can be summarized as follows:
    1. The university entrance examination systems in both Taiwan and mainland China have been revised constantly in accordance with changes in the two societies. The unified university entrance examination system was established in 1954 in Taiwan, while that in mainland China was firstly set up in 1945, but being terminated during the period of the ‘cultural revolution’, and re-established after 1976.
    2.There are the following similarities in the university entrance examination systems between Taiwan and mainland China:
    (1) There are diversified routes for students to get access to universities in both societies, but the unified entrance examination system, selecting students according to the results of written examinations, remains to be the most dominant one in both societies.
    (2) Both societies have established their own independent organizations responsible for the operation of their university entrance examinations. While the responsible body in Taiwan is a foundation (with the status of corporation), functions independently from the government, that in mainland China is an affiliated center directly under the supervision of the Ministry of Education.
    (3) The administration of entrance examination and the selection of students are operated separately in both societies.
    (4) The assurance of the transparency, equity, and equality has been the main concerns of the reform of university entrance examination systems in both societies.
    (5) The most important problem related to the university entrance examination system in both societies has been the over emphasis on the examination in the school teaching.
    (6) The uses of internet network and information technology have become crucial and popular in the allocation of students in both societies.
    (7) The university entrance examination systems in both societies have been reformed in accordance with the principle of assuring or promoting academic autonomy in higher education.
    3. The following are the differences in the university entrance examination systems between Taiwan and mainland China:
    (1)The support of the central government to the independent body responsible for the administration of university entrance examination has been different between Taiwan and mainland China.

    (2) The decision–making process and body, in relation to the subjects of university entrance examination have been different in the two societies.
    (3) The performance of entrance examination of students and their preference have been the most important criteria while allocating students to universities in Taiwan, but in mainland China, regional distribution of students has also been an important criterion in mainland China.
    (4) English is the only foreign language tested in the entrance examination in Taiwan, but in mainland China, French, Spanish, and Japanese etc. can also be tested according to the choice of students.
    (5) The use of internet network and information technology in the administrative work of the university entrance examination in mainland China has been more comprehensive and widespread than that in Taiwan. Especially the marking of papers by different examiners has been adopted in mainland China, while that in Taiwan remains the traditional way of marking papers.
    Appears in Collections:[Master's Program, Graduate Institute of Higher Education] Thesis

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