Milestone events in Taiwanese Education - 修訂歷史

游士賢於 2024年7月26日 (五) 07:56

2024-07-26T07:56:17Z

游士賢於 2024年7月26日 (五) 06:40

2024-07-26T06:40:06Z

游士賢於 2024年7月26日 (五) 06:28

2024-07-26T06:28:46Z

游士賢於 2024年7月22日 (一) 04:16

2024-07-22T04:16:25Z

游士賢於 2024年7月22日 (一) 02:05

2024-07-22T02:05:34Z

游士賢於 2024年7月22日 (一) 01:38

2024-07-22T01:38:22Z

范智鈞於 2024年7月22日 (一) 01:21

2024-07-22T01:21:28Z

丁志仁於 2024年7月20日 (六) 10:21

2024-07-20T10:21:00Z

丁志仁於 2024年7月20日 (六) 10:13

2024-07-20T10:13:34Z

丁志仁：新頁面: 分類:台灣教育常民政治作業系統

2024-07-19T06:47:02Z

新頁面: 分類:台灣教育常民政治作業系統

新頁面

[[分類:台灣教育常民政治作業系統]]

@@ 第11行： / 第11行： @@
    <td align='center'>1</td>
    <td align='center'>Revision of the University Act</td>
-   <td align='center'>1994</td>
+   <td align='center'>1987'''~1994'''</td>
    <td>1.The beginning of autonomy of university and selection of the Principle.<br/>2.Abolished the Common Required Courses List.</td>
 </tr>
@@ 第18行： / 第18行： @@
    <td align='center'>2</td>
    <td align='center'>410 Education Reform</td>
-   <td align='center'>1994</td>
+   <td align='center'>'''1994'''</td>
    <td>1.Facilitated the establishment of the Commission on Education Reform from Executive Yuan.<br/>2.Legislation of Educational Fundamental Act.<br/>3.Reduced the number of students per class in primary and secondary schools.</td>
 </tr>
@@ 第25行： / 第25行： @@
    <td align='center'>3</td>
    <td align='center'>The Commission on Education Reform in Executive Yuan</td>
-   <td align='center'>1994~1996</td>
+   <td align='center'>'''1994~1996'''</td>
    <td>1.Confirmed education reform stands as a government statement.<br/>2.Confirmed “Loosing ties” as the main route of development in education.<br/>3.Striving 157 billion Allocations Legal Expenses for Education Reform Action Plan.</td>
 </tr>
@@ 第32行： / 第32行： @@
    <td align='center'>4</td>
    <td align='center'>Legalization of parent-teacher association</td>
-   <td align='center'>1994</td>
+   <td align='center'>1989'''~1994'''</td>
    <td>1.Parent-teacher associations widely established in Taiwan.<br/>2.Regulations for Parental Involvement in Compulsory Education had been legislated.<br/>3.The progress on parental involvement in Regulations for Parental Involvement in Compulsory Education appeared to be limited.</td>
 </tr>
@@ 第39行： / 第39行： @@
    <td align='center'>5</td>
    <td align='center'>Reforming of teacher policies</td>
-   <td align='center'>1989~1995~1999</td>
+   <td align='center'>1989'''~1995'''~1999</td>
    <td>1.Distinguishing teachers from government employees.<br/>2.General universities participate in teacher training.<br/>3.Change from public funding to self-funding.<br/>4.Change from assignment to recruitment.<br/>5.Teachers establish a teachers' association.<br/>6.Change the teacher pension system from gratuity to a savings plan.</td>
 </tr>
@@ 第46行： / 第46行： @@
    <td align='center'>6</td>
    <td align='center'>The Establishment and Development of Community Colleges</td>
-   <td align='center'>1998~</td>
+   <td align='center'>'''1998~'''</td>
    <td>1.Providing affordable lifelong learning.<br/>2.Developing local studies.<br/>3.Creating networks of instructors organized by local experts.<br/>4.Creating networks of students composed of local residents.</td>
 </tr>
@@ 第53行： / 第53行： @@
    <td align='center'>7</td>
    <td align='center'>The first 21 reform</td>
-   <td align='center'>1999</td>
+   <td align='center'>1993'''~1999'''</td>
    <td>1.Suspended the application of standardized textbooks in Grade 1-9 Curriculum.<br/>2.Revisioning policies of Primary and secondary schools towards school-based governance.</td>
 </tr>
@@ 第60行： / 第60行： @@
    <td align='center'>8</td>
    <td align='center'>Educational Fundamental Act</td>
-   <td align='center'>1999</td>
+   <td align='center'>1994'''~1999'''</td>
    <td>1.Initiated the legislation of the three experimental education laws in 2014.<br/>2.Supporting and safeguarding education funding.</td>
 </tr>
@@ 第67行： / 第67行： @@
    <td align='center'>9</td>
    <td align='center'>The Compilation and Administration of Education Expenditures Act</td>
-   <td align='center'>2000</td>
+   <td align='center'>1997'''~2000'''</td>
    <td>1.Education funding increased to approximately 100 billion on average every 4.4 years.<br/>2.Ensured the development of education in Taiwan will not be constrained by financial shortages.<br/>3.Citizens could participate in education financial governance through two committees.<br/>4.Ascending of the various education expenditures.</td>
 </tr>
@@ 第74行： / 第74行： @@
    <td align='center'>10</td>
    <td align='center'>Grade 1-9 Curriculum</td>
-   <td align='center'>1998~2004~~2018</td>
+   <td align='center'>1998'''~2004'''~2018</td>
    <td>1.Antagonized traditional leaders of the academic and Teacher Training field.<br/>2.Confirmed the structure and priority of schools in curriculum governance. (school-based curriculum).<br/>3.Divided Learning Areas by Symbol Systems.<br/>4.Established two major types of Curriculum Guidelines units: "Domains" and "Issues."<br/>5.Established that teachers can compile their own teaching materials or textbooks.<br/>6.Increasingly merging both weekly schedules and semester schedules.<br/>7.Initiated the advocacy of "learning paradigm" instead of "teaching paradigm" but appeared to be unstable.<br/>8.The high school Curriculum Guidelines committee refused to converge the policies connected with Grade 1-9 Curriculum.</td>
 </tr>
@@ 第81行： / 第81行： @@
    <td align='center'>11</td>
    <td align='center'>Curriculum Guidelines of 12Year Basic Education</td>
-   <td align='center'>2014~</td>
+   <td align='center'>2009'''~2014~'''</td>
    <td>1.The national treasury allocates 20 billion every year to reverse the social and economic distribution of senior high school students’ families.(Free tuition subsidy for private high school students)<br/>2.High school entrance exams are gradually moving towards exemption.<br/>3.Promoted the third round of curriculum reform.<br/>4.Implemented academic portfolio for high school students.<br/>5.The methods of entering university becoming more diversified.<br/></td>
 </tr>
@@ 第88行： / 第88行： @@
    <td align='center'>12</td>
    <td align='center'>The legislation of 3 types of Experimental Education Act</td>
-   <td align='center'>2014</td>
+   <td align='center'>2012'''~2014~'''</td>
    <td>1.People can create an education that meets their own needs. Taiwanese education has begun to adopt the spirit of "education-maker".<br/>2.Accelerate the development of self-directed learning paradigm discourse and practice.<br/>3.Inspired the spirit of self-directed learning in Curriculum Guidelines of 12Year Basic Education.<br/>4.Accelerated the introduction of various alternative education schools to Taiwan. (Montessori, Waldorf, etc.)<br/>5.Legalizing Bible reading education. (Bible, Buddhist scriptures, Confucian scriptures)<br/>6.Launch a hybrid national education support model.<br/>7.Several years after it, the cram school managed experimental education in the institution.<br/>8.Started the struggle for the legitimacy of self-operated compulsory education.<br/>9.Gradually expand state treasury subsidies for “national-education-maker”.<br/>10.Started independent learning and leadership training on the teacher side.<br/>11.Provided a foundation for connecting "post-AI public education".<br/>12.Start the exploration and development of "class-based courses".</td>
 </tr>

@@ 第98行： / 第98行： @@
 #Red Lines: Developing associations.
 #From left to right, the diagram is divided into three stages:
-#:(1)走出戒嚴：①~⑦
+#:(1)Get out of martial law：①~⑦
-#:(2)走向公共：⑧~⑩
+#:(2)trending toward publicization：⑧~⑩
-#:(3)典範轉移：⑪~⑫
+#:(3)paradigm shift：⑪~⑫

@@ 第91行： / 第91行： @@
    <td>1.People can create an education that meets their own needs. Taiwanese education has begun to adopt the spirit of "education-maker".<br/>2.Accelerate the development of self-directed learning paradigm discourse and practice.<br/>3.Inspired the spirit of self-directed learning in Curriculum Guidelines of 12Year Basic Education.<br/>4.Accelerated the introduction of various alternative education schools to Taiwan. (Montessori, Waldorf, etc.)<br/>5.Legalizing Bible reading education. (Bible, Buddhist scriptures, Confucian scriptures)<br/>6.Launch a hybrid national education support model.<br/>7.Several years after it, the cram school managed experimental education in the institution.<br/>8.Started the struggle for the legitimacy of self-operated compulsory education.<br/>9.Gradually expand state treasury subsidies for “national-education-maker”.<br/>10.Started independent learning and leadership training on the teacher side.<br/>11.Provided a foundation for connecting "post-AI public education".<br/>12.Start the exploration and development of "class-based courses".</td>
 </tr>
-</table>
+<p style='font-family:標楷體;font-size:18pt;text-align:center'>A Visual Representation of Interconnected Milestones in the History of Taiwanese Education</p>

@@ 第40行： / 第40行： @@
    <td align='center'>Reforming of teacher policies</td>
    <td align='center'>1989~1995~1999</td>
-   <td>1.<br/>2.General universities participate in teacher training.<br/>3.Change from public funding to self-funding.<br/>4.Change from assignment to recruitment.<br/>5.Teachers establish a teachers' association.<br/>6.Change the teacher pension system from gratuity to a savings plan.</td>
+   <td>1.Distinguishing teachers from government employees.<br/>2.General universities participate in teacher training.<br/>3.Change from public funding to self-funding.<br/>4.Change from assignment to recruitment.<br/>5.Teachers establish a teachers' association.<br/>6.Change the teacher pension system from gratuity to a savings plan.</td>
 </tr>
@@ 第77行： / 第77行： @@
    <td>1.Antagonized traditional leaders of the academic and Teacher Training field.<br/>2.Confirmed the structure and priority of schools in curriculum governance. (school-based curriculum).<br/>3.Divided Learning Areas by Symbol Systems.<br/>4.Established two major types of Curriculum Guidelines units: "Domains" and "Issues."<br/>5.Established that teachers can compile their own teaching materials or textbooks.<br/>6.Increasingly merging both weekly schedules and semester schedules.<br/>7.Initiated the advocacy of "learning paradigm" instead of "teaching paradigm" but appeared to be unstable.<br/>8.The high school Curriculum Guidelines committee refused to converge the policies connected with Grade 1-9 Curriculum.</td>
 </tr>
 </table>

@@ 第1行： / 第1行： @@
 [[分類:青年公共教育參與]][[分類:教育社運]]
 <table class='nicetable' align='center' style='width:100%'>
 <tr>

←上個修訂		於 2024年7月22日 (一) 01:21 的修訂
第1行：		第1行：
	[[分類:青年公共教育參與]][[分類:教育社運]]		[[分類:青年公共教育參與]][[分類:教育社運]]
		+
		+	<table class='nicetable' align='center' style='width:100%'>
		+	<tr>
		+	<th style='width:1%'><B></B></th>
		+	<th style='width:24%'><B>event</B></th>
		+	<th style='width:5%'><B>year</B></th>
		+	<th style='width:70%'><B>Influence</B></th>
		+	</tr>
		+
		+	<tr>
		+	<td align='center'>1</td>
		+	<td align='center'>Revision of the University Act</td>
		+	<td align='center'>1994</td>
		+	<td>1.The beginning of autonomy of university and selection of the Principle.<br/>2.Abolished the Common Required Courses List.</td>
		+	</tr>
		+
		+	<tr>
		+	<td align='center'>2</td>
		+	<td align='center'>410 Education Reform</td>
		+	<td align='center'>1994</td>
		+	<td>1.Facilitated the establishment of the Commission on Education Reform from Executive Yuan.<br/>2.Legislation of Educational Fundamental Act.<br/>3.Reduced the number of students per class in primary and secondary schools.</td>
		+	</tr>
		+
		+	<tr>
		+	<td align='center'>3</td>
		+	<td align='center'>The Commission on Education Reform in Executive Yuan</td>
		+	<td align='center'>1994~1996</td>
		+	<td>1.Confirmed education reform stands as a government statement.<br/>2.Confirmed “Loosing ties” as the main route of development in education.<br/>3.Striving 157 billion Allocations Legal Expenses for Education Reform Action Plan.</td>
		+	</tr>
		+
		+	<tr>
		+	<td align='center'>4</td>
		+	<td align='center'>Legalization of parent-teacher association</td>
		+	<td align='center'>1994</td>
		+	<td>1.Parent-teacher associations widely established in Taiwan.<br/>2.Regulations for Parental Involvement in Compulsory Education had been legislated.<br/>3.The progress on parental involvement in Regulations for Parental Involvement in Compulsory Education appeared to be limited.</td>
		+	</tr>
		+
		+	<tr>
		+	<td align='center'>5</td>
		+	<td align='center'>Reforming of teacher policies</td>
		+	<td align='center'>1989~1995~1999</td>
		+	<td></td>
		+	</tr>
		+
		+	<tr>
		+	<td align='center'>6</td>
		+	<td align='center'>The Establishment and Development of Community Colleges</td>
		+	<td align='center'>1998~</td>
		+	<td>1.Providing affordable lifelong learning.<br/>2.Developing local studies.<br/>3.Creating networks of instructors organized by local experts.<br/>4.Creating networks of students composed of local residents.</td>
		+	</tr>
		+
		+	<tr>
		+	<td align='center'>7</td>
		+	<td align='center'>The first 21 reform</td>
		+	<td align='center'>1999</td>
		+	<td>1.Suspended the application of standardized textbooks in Grade 1-9 Curriculum.<br/>2.Revisioning policies of Primary and secondary schools towards school-based governance.</td>
		+	</tr>
		+
		+	<tr>
		+	<td align='center'>8</td>
		+	<td align='center'>Educational Fundamental Act</td>
		+	<td align='center'>1999</td>
		+	<td>1.Initiated the legislation of the three experimental education laws in 2014.<br/>2.Supporting and safeguarding education funding.</td>
		+	</tr>
		+
		+	<tr>
		+	<td align='center'>9</td>
		+	<td align='center'>The Compilation and Administration of Education Expenditures Act</td>
		+	<td align='center'>2000</td>
		+	<td>1.Education funding increased to approximately 100 billion on average every 4.4 years.<br/>2.Ensured the development of education in Taiwan will not be constrained by financial shortages.<br/>3.Citizens could participate in education financial governance through two committees.<br/>4.Ascending of the various education expenditures.</td>
		+	</tr>
		+
		+	<tr>
		+	<td align='center'>10</td>
		+	<td align='center'>Grade 1-9 Curriculum</td>
		+	<td align='center'>1998~2004~~2018</td>
		+	<td>1.Antagonized traditional leaders of the academic and Teacher Training field.<br/>2.Confirmed the structure and priority of schools in curriculum governance. (school-based curriculum).<br/>3.Divided Learning Areas by Symbol Systems.<br/>4.Established two major types of Curriculum Guidelines units: "Domains" and "Issues."<br/>5.Established that teachers can compile their own teaching materials or textbooks.<br/>6.Increasingly merging both weekly schedules and semester schedules.<br/>7.Initiated the advocacy of "learning paradigm" instead of "teaching paradigm" but appeared to be unstable.<br/>8.The high school Curriculum Guidelines committee refused to converge the policies connected with Grade 1-9 Curriculum.</td>
		+	</tr>
		+	</table>

←上個修訂		於 2024年7月20日 (六) 10:21 的修訂
第1行：		第1行：
−	[[分類:~~台灣教育常民政治作業系統~~]][[分類:教育社運]]	+	[[分類:青年公共教育參與]][[分類:教育社運]]

←上個修訂		於 2024年7月20日 (六) 10:13 的修訂
第1行：		第1行：
−	[[分類:台灣教育常民政治作業系統]]	+	[[分類:台灣教育常民政治作業系統]][[分類:教育社運]]

Milestone events in Taiwanese Education - 修訂歷史

游士賢 於 2024年7月26日 (五) 07:56

游士賢 於 2024年7月26日 (五) 06:40

游士賢 於 2024年7月26日 (五) 06:28

游士賢 於 2024年7月22日 (一) 04:16

游士賢 於 2024年7月22日 (一) 02:05

游士賢 於 2024年7月22日 (一) 01:38

范智鈞 於 2024年7月22日 (一) 01:21

丁志仁 於 2024年7月20日 (六) 10:21

丁志仁 於 2024年7月20日 (六) 10:13

丁志仁：​新頁面: 分類:台灣教育常民政治作業系統