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教育民族志在中国(书籍目录)
巴战龙(整理)
[特别说明] 此目录不全，有待完善，排序按作者姓氏音序。
汉文专著
巴战龙．学校教育·地方知识·现代性——一项家乡人类学研究．北京：民族出版社，2010．
李姗泽．生育文化的田野调查与教育内涵分析：沾益炎方苗族教育人类学解读．重庆：西南师范大学出版社，2002．
李书磊．村落中的“国家”——文化变迁中的乡村学校．杭州：浙江人民出版社，1999．
刘正发．凉山彝族家支文化传承的教育人类学研究．北京：中央民族大学出版社，2007．
司洪昌．嵌入村庄的学校——仁村教育的历史人类学探究．北京：教育科学出版社，2009．
滕星．文化变迁与双语教育——凉山彝族社区教育人类学的田野工作与文本撰述．北京：教育科学出版社，2001．
涂元玲．村落中的本土教育．太原：山西教育出版社，2010．
吴晓蓉．教育，在仪式中进行——摩梭人成年礼的教育人类学分析．重庆：西南师范大学出版社，2003．
袁同凯．走进竹篱教室——土瑶学校教育的民族志研究．天津：天津人民出版社，2004．
张新立．“鹰雏虎崽”之教——教育人类学视野下的彝族儿童民间游戏研究．桂林：广西师范大学出版社，2007．
周德祯．排湾族教育——民族志之研究．台北：五南图书出版有限公司，2001．
外文译著
（美）沃尔科特．校长办公室的那个人——一项民族志研究．杨海燕，译．重庆：重庆大学出版社，重庆大学出版社，2009．
（美）米德．萨摩亚人的成年——为西方文明所作的原始人类的青年心理研究．周晓虹，李姚军，刘婧，译．北京：商务印书馆， 2008．
标签：
杂谈 |
分类： 我读你读 |
The
Verger
There had been a christening that afternoon at St. Peter’s Church, and Albert Edward Foreman still wore his verger’s gown. He kept his new gown for funerals and weddings (St Peter’s, Neville Square, was a church often chosen by fashionable people for those ceremonies), and now he wore only with his second-best. Hw wore it with pride, for it was the dignified symbol of his office. He took pains with it; he pressed it and ironed it himself. During the sixteen years that he had been verger of this church he had had a number of such gowns, but he had never been able to throw them away when they were worn out, and all of them, neatly wrapped up in brown paper, lay in the bottom drawer of the wardrobe in his bedroom.
The verger was waiting for the vicar to have finished in the vestry so that he could tidy up in there and go home.
“ What’s he 'anging about for?” the verger said to himself. “ Doesn’t he know I want my tea?”
The vicar had been appointed only recently, a red-faced energetic man in the early forties, and Albert Edward still regretted the last vicar, a clergyman of the old school who never fussed and was not like this new man who wanted to have his finger in every pie.
Presently he saw the vicar coming up.
“Foreman, will you come into the vestry for a minute. I have something to say to you.”
“Very good, sir.”
They walked the church together, and the vicar preceded Albert Edward into the vestry. Albert Edward was a trifle surprised to find the two churchwardens there. He had not seen them come in. They gave him pleasant nods.”
“Good afternoon, my lord. Good afternoon, sir,” he said to one after the other.
They were elderly men, both of them, and they had been churchwardens almost as long as Albert Edward had been verger. They were sitting now at a handsome table that the old vicar had brought many years before from Italy and the vicar sat down in the vacant chair between them. Albert Edward faced them, the table between him and them, and wondered with slight uneasiness what was the matter. He remembered still the occasion on which the organist had got into trouble and how difficult it was to hush things up. In a church like St Peter’s Neville Square, they couldn’t afford a scandal. On the vicar’s red face was a look of resolute kindness, but the others had an expression_r_r_r_r_r that was slightly troubled.
“He’s been trying to make them to something, but they don’t like
it,” said the verger to himself.
But his thoughts did not appear on Albert Edward’s face. He stood in a respectful but dignified attitude. He had been in service before he was appointed verger, but only in very good houses. Starting as a page-boy in the household of a rich merchant, he had risen by degree to the position of butler to a widowed peeress, then till the vacancy occurred at St. Peter’s he had been butler with two men under him in the house of a retired ambassador. He was tall, thin, grave and dignified. He looked, if not like a duke, at least like an actor of the old school who specialized in duke’s parts. He had tact, firmness and self-assurance.
The vicar began briskly.
“Forman, we’ve got something rather unpleasant to say to you. You’ve been here a great many years and you’ve fulfilled your duties quite satisfactorily.”
The two churchwardens nodded.
“But a most extraordinary fact came to my knowledge the other day and I felt it my duty to inform the churchwardens. I discovered to my astonishment that you could neither read nor write.”
The verger’s face showed no sign of embarrassment.
“The last vicar knew that, sir,” he replied. “He said it made no difference. He always said there was a great deal too much education in the world for his taste.”
“It’s the most amazing thing I ever heard,” cried one of the churchwardens. “Do you mean to say that you’ve been verger of this church for sixteen years and never learned to read or write?”
“I went into service when I was twelve, sir. The cook in the first place tried to teach me once, but I didn’t seem to have the knack for it, and later on I never seemed to have the time. I’ve never really found the want of it.”
“But don’t you want to know the news?” said the other churchwarden. “Don’t you ever want to write a latter?”
“No, sir, I seem to manage very well without. Now they’ve all these pictures in the papers so I know what’s goin’ on pretty well. If I want to write a latter my wife writes it for me.”
The two churchwardens gave the vicar a troubled glance and then looked down at the table.
“Well, Foreman, I’ve talked the matter over with these gentlemen and they quite agree with me that the situation is impossible. At a church like St. Peter’s we cannot have a verger who and neither read nor write.”
Albert Edward’s thin and pale face reddened and he moved uneasily on his feet but he made no reply.
“But couldn’t you learn, Foreman?” asked one of the churchwardens.
“No, sir, I’m afraid I couldn’t not now. You see I’m not as young as I was and if I
couldn’t get the letters in my head when I was a boy I don’t think there’s much chance of it now.”
“We don’t want to be harsh with you, Foreman,” said the vicar. “But the churchwardens and I quite made up our minds. We’ll give you three months and if at the end of that time you cannot read and write I’m afraid you’ll have to go.”
Albert Edward had never liked the new vicar. He’d said from the beginning of that they’d made a mistake when they gave him St. Peter’s. He knew his value, and now he straightened himself a little.
“I’m very sorry, sir, I’m afraid it’s no good. I’m too old a dog to learn new tricks. I’ve lived a good many years without knowin’ ’ow to read and write and if I could learn now I can’t say I’d want to.”
“ In that case, Foreman, I’m afraid you must go.”
“Yes, sir. I understand. I shall be ’apply to ’and in my resignation as soon as you’ve found somebody to take my place.”
But when Albert Edward with his usual politeness had closed the church door behind the vicar and the two churchwardens he could not keep up the air of dignity any longer and his lip quivered. He walked back to the vestry and hung up on the peg his verger’s gown. He sighed as he thought of all the grand funerals and weddings it had seen. He tidied everything up, put on his coat, and hat in hand walked out of the church. He locked the church door behind him. He strolled across the square, but deep in his sad thoughts he did not take the street that led him home, where a nice strong cup of tea awaited him; he took the wrong turning. He walked slowly along. His heart was heavy. He did not know what he should do with himself. He did not like the idea of going back to domestic service. After being his own master for many years he could not become a servant again. He had saved a tidy sum, but not enough to live on without doing something, and life seemed to cost more every year. He had never thought to be troubled with such questions. The verger of St. Peter’s, like the popes of Rome, were there for life. He sighed deeply. Albert Edward was a non-smoker and a total abstainer, but with certain latitude; that is to say he liked a glass of beer with his dinner and when he was tired he enjoyed a cigarette. It occurred to him now that a cigarette would comfort him and since he did not carry them he looked about for a shop where he could buy a packet of cigarettes. He did not at once see one and walked on a little. It was a long street, with all sorts of shops in it, but there was not a single one where you could buy cigarettes.
“That’s strange,” said Albert Edward.
To make sure he walked right up the street again. No, there was no doubt about it. He stopped and looked thoughtfully up and down.
“I can’t be the only man that walks along this street and wants a smoke,” he said. “If some fellow opened a little shop here he might make good money. Tobacco and sweets, you know.”
He gave a sudden start.
“That’s a idea,” he said. “Strange ’ow things come to be you when you least expect it.”
He turned, walked home, and had his tea.
“You’re very silent this afternoon, Albert,” his wife remarked.
“I’m thinkin’,” he said.
He considered the matter from every point of view and next day he went along the street and by good luck found a little shop to let. Twenty-four hours later he had taken it and a month later set up in business as a tobacconist and newsagent. His wife said it was a dreadful come-down after being verger of St. Peter’s, but he answered that you had to move with the time and that the church wasn’t what it had been.
Albert Edward did very well. He did so well that in a year or so it struck him that he could take a second shop and put a manager in. He looked for another long street that hadn’t got a tobacconist in it and when he found it, and a shop to let, he took it. This was a success too. Then it occurred to him that if he could run two shops he could run half dozen. He began walking about London, and whenever he found a long street that had no tobacconist and a shop to let he took it. In the course of ten years he was running no less than ten shops and he was making money hand over fist. He went round to all of them himself every Monday, collected the week’s takings and took them to the bank.
One morning when he was there paying in a bundle of notes and a heavy bag of silver the cashier told him that the manager would like to see him. He was shown into an office and the manager shook hands with him.
“Mr. Foreman, I wanted to have a talk to you about the money you’ve got on deposit in our bank. D’you know exactly how much it is?”
“Not within a pound or two, sir, but I have a pretty rough idea.”
Apart from what you paid in this morning it’s a little over thirty thousand pounds. That’ s a very large sum to have on deposit and it is better to invest it.”
“I don’t want to take any risks, sir. I know it’s safe in the bank.”
“ You needn’t have the least worry. We’ll make you out a list of absolutely safe securities. They will bring you in a better rate of interest than the bank can afford to give you.”
A troubled look settled on Mr. Foreman’s aristocratic face. “I’ve never had anything to do with stocks and shares, and l’d like to leave it all in your hands,” he said。
The manager smiled. “We’ll do everything. All you’ll have to do next time you come in is just to sign the transfers.”
“I could do that all right,” said Albert uncertainly, “But ’ow should I know what I was signin’?”
“I suppose you can read,’ said the manager a trifle sharply.
Mr. Foreman gave him a disarming smile.
“Well, sir, that’s just it. I can’t. I know it sounds funny, but I can’t read or write, only my name, and I only learnt to do that when I went into business.”
The manager was so surprised that he jumped up from his chair.
“That’s the most extraordinary thing I ever heard.” the manager stared him as though he were a prehistoric monster.
“And do you mean to say that you’ve built up this important business and made a fortune of thirty thousand pounds without being able to read or write? Good, God, man, what would you be now if you had been able to?”
“I can tell you that, sir,” said Mr. Foreman, a little smile on his still aristocratic features. “I’d be a verger of St. Peter’s Neville Square.”
注释：
1. Verger:
someone whose job is to care for the inside of a church and help during services.
中文译成“司事”
2. vicar:
A priest in the Church of England who is in chanrge of a church in a particular area.
中文译成“牧师”
3. "What's he 'anging about for" ：
'anging about for = hanging about for，在英国，没有受过正规教育的人发音常常会漏去"h"的发音。中文译成“磨蹭”。
4. churchwarden:
someone who looks after church property and money
中文译成“执事”
标签：
杂谈 |
分类： 教育 |
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PBL的实施：步骤、问题及策略（一）
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南京大学 崔映芬
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| http://www.pep.com.cn/kcs/d6xy/lwj/200907/t20090707_574396.htm | |
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摘 要：基于问题的学习（Problem-based Learning，PBL）强调把学习置于复杂的、有意义的问题情境中，通过小组合作解决真实性的问题，使学生形成自主学习的能力，其基本要素是问题、学生、教师。关于PBL的实施步骤，人们提出了很多模式，本文介绍荷兰马斯特里赫特（Maastricht University）大学的“七级跳策略 ”（Seven Jump Strategy），并以其30年来PBL课程的变化为例归结PBL实施过程中经常出现的阻碍因素，提出有效实施PBL的关键在于合理设计PBL问题、教师要进行有效的指导、充分发挥小组合作的作用以及合理评价。
关键词：PBL；实施步骤；问题设计；小组合作
基于问题的学习（Problem-Based Learning）最早在医学教育中使用，由美国神经病学教授巴罗斯（Howard Burrows）于1966年在加拿大麦克马斯特大学（McMaster University）医学院首创，并把它作为该院主要的学习和教学方法。后来历经推广和修正，PBL已在各个学科领域得到应用，比如教育学、工商、建筑学、法学、经济学、管理学、数学、自然科学，进而成为目前国内外较为流行的一类教学方法及学习模式。尽管PBL遭受了诸多批评，PBL的运用过程中也遇到诸多问题，但“实际上，这些问题都是实施层面上的。由于实施不力，PBL过程并没有促进学生进行建构性的、合作性的、自主性的、情境性的学习。”[1] 本文拟就PBL实施步骤、实施过程中出现的问题及应对策略、有效实施PBL的条件等进行论述。
一、PBL的基本要素及实施步骤
1、PBL的基本要素：问题、学生、教师
尽管人们对于PBL的定义及对PBL的理解有所不同，意见并未统一，但考察各种各样的定义可以发现，其涵义中的有些方面似乎得到了公认，即：PBL强调把学习设置到复杂的、有意义的问题情境中，通过学习者合作解决真实性的问题，学习隐含于问题背后的科学知识，加深对知识的理解和应用，培养解决问题的技能，形成自主学习的能力[2]。我们从中可以看出，问题、学生、教师是基于问题的学习的三大基本要素：问题是课程的组织核心，它们往往没有简单、固定、惟一的正确答案，但能激起学生探索、寻求解决方法的欲望，激发学生的思维；学生是致力于解决问题的主体，他们识别问题的症结，寻找解决问题的方法,并努力探求、理解问题的现实意义，构建并重构自己的知识，成为自主的学习者；教师是学生解决问题时的工作伙伴、指导者，他们要努力创造出一种支持开放性探究学习的环境，给与学生适时适量的指导。这三个要素统一在PBL的问题情境及进行的过程之中。
2、PBL的实施步骤
国内外的学者提出了很多PBL模型，其实施步骤各有异同。PBL的首创者Burrows提出的实施过程包括五个环节：组织小组；开始一个新问题；后续行动；活动汇报；问题后的反思。这种模式在美国得到了广泛的应用。彼得·施瓦兹等人提出的实施策略模型把实施过程分为八个环节；布迪（David Boud）和弗来悌（Grahamel Felletti）把PBL过程分为四个环节，这些模式也产生了重要的影响①。
这里介绍马斯特里特赫大学的“七级跳策略 ”（Seven Jump strategy，如表1所示）。典型的PBL课程中，每组有八位学生，围绕着一个主题进行6—8周的学习。每单元开始时，指导教师分发给学生PBL手册，内容涵盖活动安排、主题介绍及相关学习资源。学生们每周会面两次，每次两小时。在这两小时中，学生就教师设计的问题进行讨论，根据自己既有的、可能是不精确、不完整的知识形成对现象的假说或初步提出问题的解决方案。最初的分析可能会产生相互冲突的观点、一些不确定因素及问题——这是形成学习目标的基础。在两天的自学中，学生自己通过各种方式查阅资料或者咨询教师，尝试去发现和学习目标相关的新的信息。自学之后，学生再次见面以综合新获取的知识并将其运用到问题的解决当中——问题曾是他们获取知识的活动起点，他们合作回顾所学内容并进一步探讨一些理解尚不深入的问题。之后，学生评价他们在学习过程以及在小组合作中的表现。这样告一段落，新的主题可以开始了。
表1 PBL 的实施步骤
资料来源：Moust, J.H.C., Van Berkel, H.J.M. and Schmidt, H.G. （2005） Signs of erosion: Reflections on three decades of problem-based learning. Higher Education, 50: 665–683. P674. |
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分类： 教育 |
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三、有效实施PBL的策略
1、问题的设计要合理
“问题”是实施基于问题学习模式的核心，因此创设一个合适的问题是决定整个教学过程能否成功的至关重要的因素[8]。然而，“问题”有“好问题”和“一般问题”之分。问题的质量不仅影响小组功能的发挥，也影响学生自主学习的时间及对所学内容的兴趣。在PBL问题的设计与实施中，并非所有的问题设计都是有效的,更不是所有的问题都指向高级思维技能。问题应该设计成学习者的认知挑战，以引发学习者的兴趣，促进他们获取知识、发展有效的问题解决和高级思维技能[9]。一个好问题应当具有下述特征：
（1）PBL问题的设计要以学生的经验为基础，问题要能够激发学生的动机，激励他们去探索、去学习，并且设计问题时需考虑学生的原有的认知水平、学习风格、学习态度，选择与之相当的问题。
（2）问题应该是劣构的（ill-strucred）、开放性的（open-ended）、真实的。劣构问题一般是宽泛的、开放的，可控制的变量较少；模糊界定、目标不确定、结构不明确；没有简单、固定、惟一的正确答案；多种解决方案、解决途径，甚至是没有解决方法。问题必须是基于真实的情境的，从而在学生的经验世界中产生共鸣，有利于学生运用策略性知识,发展策略性思维,有利于学习的迁移。
（3）PBL的问题设计要以课程目标为基础，根据课程目标确定希望学生掌握的主要概念、原理等。保证问题有一定的难度、深度、跨学科，并确保问题的复杂程度与真实生活问题相当，既能促进学生获取知识又能发展能力，跨学科的问题学习注意与学科知识统整。
（4）好问题能够随着问题解决的进行自然地给学生提供反馈,让他们能很好地对知识、推理和学习策略的有效性进行评价，并促进他们的预测和判断[10]。
2、充分发挥小组的作用
PBL是一种强调小组合作的教学模式，小组合作是否融洽、能否充分发挥功能直接影响到问题能否得以迅速、有效解决。不同的学习者有自主、独立的思维方式及习惯，当PBL小组内的人对问题产生异议时，学习者应当利用小组优势进行多项的不同的协作模式，包括组内的竞争、辩论、合作、协商等等，统一问题解决思路。
PBL的有效性依赖于学生的共同合作，因此，如果要提高BPL的有效性就必须要提高小组的合作技能。从理论上讲，应该让学生在进人PBL之前就具备以上各项技能，而事实上这一点很难做到。对于成功的PBL小组而言，必备的技能包括：达成一致的技能、对话和讨论的技能、小组调节机能、冲突管理技能、小组领导技能。学生往往缺乏这方面的技能，但是，通过有意识的、适当的训练，大部分的学生会逐渐掌握。在实践中，可以通过三种方式弥补学生在这些能力上的不足。第一，开设专门的合作技能课程，作为选修PBL课程的前提；第二，在进行PBL课程的同时开设一定的技能训练课，两者同时进行；第三，教师和指导者在学生进行PBL课程的学习时有意识地对他们进行技能训练[11]。
在PBL课程中，为了促进小组功能得以最大程度的发挥以及使学生进行合作性学习，教师应当知道如何应对并且充满智慧地解决学习过程中出现的突发问题。另外，如果PBL的问题较为复杂、是劣构的，并且学生的自我管理和教师的监管之间达到了良好的平衡，那么就更有可能组间的互动会有益于学生的学习，合作性的学习过程也就自然而然发生了。
3、教师的角色——促进者（facilitator）
Barrows对进行PBL的教师应具备的能力素质做了这样的描述：理想的指导者应该既是一个学科专家，又是一个指导专家；稍差一点的指导者,即便不是一个学科专家，也至少应该擅长指导；最糟糕的指导者，莫过于虽然是一个学科专家，但却拙于指导。由此，他提出了一个胜任PBL的指导者应具备的两种基本技能，这就是学科能力和指导技能②。
教师要清楚课程安排，且对课程目标与内容有一定的了解。在PBL课程中，教师充当的是促进者的角色：提供开放性的问题,帮助学生了解状况，并激发他们的思考，帮助学生反思自身经验，进行更深入的思考；维持小组的讨论热情和动力，并督导工作的进行,确认所讨论的内容符合课程的学习目标。教师必须在“七级跳策略”的第七阶段中扮演更主动的角色,确认学生确实完成学习任务，辅导小组呈现学习成果；并鼓励学生省查是否对问题及解决过程和方法理解透彻、自己的认知、理解及问题解决能力是否得到提高、是否能够进行适当的积极的迁移，鼓励学生提出疑惑之处并彼此间相互交流、探讨。
教师的不当行为会对PBL产生不良影响。为了促进学生进行自主学习，教师必须时时压制控制小组讨论的冲动，不能过于主导。PBL要求“从教师监管或外在引导（教师和学生共同引导学习过程）转变为学生管理或内部引导。这意味着PBL课程刚开始时教师进行较多的引导，而到后来学生自身的主导作用得到越来越多的发挥。好的教师知道何时并且如何干预学生的学习过程[12]，做到“不愤不启，不悱不发”。这样才能充分发挥学生的自主性，提高他们独立、批判性思考和自主性学习的能力。
4、进行合理的评价
教师必须明确：PBL的评价只是种工具，而且是促进、加强个人和小组学习的工具；学生的学习行为受到评价方式相当程度的影响。因此PBL课程所采用的评价形式应该是能够激励学生以PBL学生应有的学习方式来学习。如果评价形式只是要求学生记忆零散的事实，PBL 课程是不可能成功的。问题学习的开放性使得PBL评价不能以统一的、标准化的方式来进行的，而要设计书面考试（笔试）、实践考试（操作考试）、口头陈述、书面报告等多种评价方式。教师应该遵照课程基本原则与课程目标来设计、采取不同的评估方式。其二，评价的主体应该由传统教育的教师这惟一评价主体转变为教师、家长、社区、学伴与自我的多元评价主体，以多方面综合评定学生的进步与智能发展[13]。三是评价内容。PBL小组中学生的活动与表现当列入评价之中，可以由老师针对学生的实际操作表现来给分或等级。另外，也应当就整组表现来评价。
显而易见，本文对PBL有效实施的策略的探讨是在理论层面上的，是基于应然状态的。一些合理的对策在实际的操作中也许会遇到相当的阻力。要真正践行PBL的理念和宗旨“不一定要求范式的转变，但改变教师、学生对于PBL的认识及相关能力是必要的”[14]，并且学校的管理方式也要进行一定的调整。
注释：
①详见：刘宝存．美国研究型大学基于问题的学习模式[J]．中国高教探索，2004，（10）．
②转引自：陈宁，辛增友．基于问题学习的实施及对教师的挑战[J]．现代中小学教育，2005，（9）．
参考文献
[1][4][6][12] Dolmans, H.J.M. et al. （2005） Problem-based learning: future challenges for educational practice and research.. Medical Education, 39: 732–741.
[2][9] 余峰彬，程南生．建构主义指导PBL问题设计[J]．医学教育探索，2007，（6）．
[3][5][14] Moust, J.H.C., Van Berkel, H.J.M. and Schmidt, H.G. （2005） Signs of erosion: Reflections on three decades of problem-based learning. Higher Education, 50: 665–683.
[7][11] 赵海涛．“基于问题的学习”有效性的技能[J]．上海教育科研，2005，（8）．
[8][13] 刘晓艳，钟志贤．基于问题的学习（PBL）模式研究[J]．中小学电教，2003，（9）．
[10] 徐美娟．论基于问题学习中问题的设计[J]．基础教育研究，2007，（3）．
作者简介：崔映芬，出生日期：1985-6-20，南京大学教育科学与管理系，07级硕士研究生，研究方向：课程与教学论。 |
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2009-07-07 人教网
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标签：
杂谈 |
分类： 教育 |
上周在北京开会，是一个关于工作的业务会议。在会议的末尾，有一个小型的座谈会，北京师范大学的石中英教授主持。他在会上特别提到了：PBL教学法，他当时说的是问题解决学习。他说：我们的研究生课堂太沉闷了，一定要改变研究生的课堂气氛。让我们的硕士研究生通过学习，毕业后会提出问题。我在明年召开的师范类工作年会上要邀请国外的专家来讲一讲“问题解决学习”方法，还有案例教学方法。
石中英的这段话给我的印象非常深刻。今天特意找到一一些PBL的资料。我自己要先学习学习。
PBL(以问题为导向的教学方法Problem-Based learning)教学法
http://baike.baidu.com/view/641223.htm
标签：
杂谈 |
分类： 高考 |
认识台湾地区大学繁星计划
http://www.star.ccu.edu.tw/star98/qa.php#part1
【常見問題】 |
| 認識大學繁星計畫 推薦學生資格 高中成績 錄取與其他注意事項 |
| ＞＞認識大學繁星計畫 | |||||||||||||||||||||||||||||||
| ˙ | 如何得知大學繁星計畫各校招生的校系與招生名額等訊息？ | ||||||||||||||||||||||||||||||
| Ans： | 請至大學繁星計畫彙辦中心網站「招生簡章」或「下載專區」查詢與下載，網址：http://www.star.ccu.edu.tw/。 | ||||||||||||||||||||||||||||||
| ˙ | 本項招生各大學可不分學群或至多分3學群招生，學群有何定義與用途？ | ||||||||||||||||||||||||||||||
| Ans： | 大學依學系（學程）特性，得分學群或不分學群招生，分學群者至多以三學群為限，並訂定各學群可選填之校系（組、學程）志願數： 各學群分類原則如下： 第一類學群：文、法、商、社會科學、教育、管理等學系（學程）。 第二類學群：理、工等學系（學程）。 第三類學群：醫、生命科學、農等學系（學程）。 |
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| ˙ | 不分學群之大學，高中是否僅得推薦1名學生？ | ||||||||||||||||||||||||||||||
| Ans： | 是的，本學年度招生僅有臺灣科技大學1校採不分學群招生，所以各高中只能推薦1名學生至臺灣科技大學。 | ||||||||||||||||||||||||||||||
| ˙ | 假若某大學有3個學群，是否表示某高中共可推薦3名學生報名該大學不同學群？ | ||||||||||||||||||||||||||||||
| Ans： | 是的，高中就同一名「推薦學生」僅限推薦至一所大學之一個學群（含不分學群）；若推薦至同一所大學之學生超過一人時應排定推薦順位。但大學對同一高中獲分發之「推薦學生」，依其推薦順位，以錄取一名為限。換言之，大學只會錄取同一所高中之1名學生。例：中正大學共有37個名額，若本項招生足額，則錄取生會來自不同的37所高中學校。 | ||||||||||||||||||||||||||||||
＞＞推薦學生資格 |
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| ˙ | 可被「推薦學生」須符合何種資格。 | ||||||||||||||||||||||||||||||
| Ans： | 高中全程均就讀同一所學校之97學年度應屆畢業生，其「在校學業成績」排名全校前百分之二十，且參加98學年度大考中心學測，成績達招生簡章彙編「貳、校系分則」大學校系訂定之學測檢定科目與標準，並符合下列條件之一者，得由其就讀學校依本招生規定辦理推薦： 1. 公立或已立案之私立高級中學之學生。 2. 教育部核定辦理綜合高中高二、高三全程修習學術學程之學生。 3. 高級職業學校附設普通科之學生。 前述學校之音樂班、美術班、舞蹈班、體育班等藝能類科學生，不得參加本招生。 |
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| ˙ | 推薦學生資格規定學生需全程均就讀同一高中，若學生曾於其中一年或寒暑假期間出國交換，並有成績，是否可以參加本項招生？ | ||||||||||||||||||||||||||||||
| Ans： | 學生需全程均就讀同一高中，其定義為學生高中三年學籍均在同一所高中，假若學生曾於其中一年或寒暑假期間出國交換，但仍有高一、高二共四學期在校成績者，仍可以參加本項招生。 | ||||||||||||||||||||||||||||||
| ˙ | 跳級生、復學生與曾保留學籍者，是否可參加本項招生？ | ||||||||||||||||||||||||||||||
| Ans： | 只要該學生屬全程均就讀同一所高中，即可參加本項招生。 | ||||||||||||||||||||||||||||||
| ˙ | 高中附設進修部普通科學生與轉學生可否參加本項招生？ | ||||||||||||||||||||||||||||||
| Ans： | 不可參加（請各高中自行過濾），亦不列入全校排名之分母計算。 | ||||||||||||||||||||||||||||||
＞＞高中成績 |
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| ˙ | 何謂繁星報名資格，所稱之「在校學業成績」？ | ||||||||||||||||||||||||||||||
| Ans： | 高一與高二「各學期學業總平均成績」之平均成績，簡稱「在校學業成績」。 | ||||||||||||||||||||||||||||||
| ˙ | 有關各單科學業總平均成績分發比序項目，其各單科範圍為何？ | ||||||||||||||||||||||||||||||
| Ans： | 各單科學業成績範圍如下（共10科）：
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| ˙ | 學生之高中全校與各科排名百分比如何計算？ | ||||||||||||||||||||||||||||||
| Ans： | 依據高中學校推薦報名上傳至大學甄選入學委員會之成績檔案，以百分比計算至100 等分之規則算出各高中之各科排名百分比與全校排名。 | ||||||||||||||||||||||||||||||
＞＞錄取與其他注意事項 |
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| ˙ | 各大學是否會有第2階段的書面審查或面試？ | ||||||||||||||||||||||||||||||
| Ans： | 本招生不須進行第2階段的書面審查或面試，僅需符合報名該校系學科能力測驗檢定科目標準，再經分發比序錄取者，即可取得入學資格。各大學校系分則詳如招生簡章彙編「貳、校系分則」。 | ||||||||||||||||||||||||||||||
| ˙ | 經繁星計畫錄取之錄取生，進入大學後是否可以申請轉系？ | ||||||||||||||||||||||||||||||
| Ans： | 依各大學轉系相關規定，詳如招生簡章彙編「貳、校系分則」各大學「轉系相關規定」辦理。 | ||||||||||||||||||||||||||||||
| ˙ | 經繁星計畫錄取之錄取生，是否須辦理放棄才能參加98學年度大學考試入學分發招生？ | ||||||||||||||||||||||||||||||
| Ans： | 是的，繁星計畫錄取生必須於98年3月31日（星期二）前申請放棄本招生之入學資格，否則不得參加98學年度大學考試入學分發招生或四技二專各聯合登記分發入學招生。 | ||||||||||||||||||||||||||||||
| ˙ | 考生是否可以同時報名大學甄選入學招生？ | ||||||||||||||||||||||||||||||
| Ans： | 可以，但經大學繁星計畫招生錄取之錄取生，無論放棄與否，一律不得參加98學年度大學甄選入學招生與科技校院日間部四年制申請入學第一階段篩選。 | ||||||||||||||||||||||||||||||
| ˙ | 考生是否可以同時報名科技校院繁星計畫招生？ | ||||||||||||||||||||||||||||||
| Ans： | 不可以，大學繁星計畫與科技校院繁星計畫僅得擇一推薦報名。 | ||||||||||||||||||||||||||||||
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