本研究以我國《偏遠地區學校教育發展條例》為研究背景，旨在探討我國在偏鄉教育法制化後的學術研究主題變化趨勢，並比較學術論述與公共論述的關注焦點與可能存在的主題落差。研究範圍涵蓋2018年至2025年間國內學術期刊論文、中央教育主管機關發布之偏鄉教育相關政策文件，以及新聞媒體針對偏鄉教育所發布的新聞報導等，並透過文字探勘方法進行系統性分析與主題歸納。本研究以「學術論述文本」與「公共論述文本」兩者為分析對象，並透過文字探勘方法建構跨文本比較框架。資料處理流程包含文本蒐集、資料預處理、文字探勘分析、以及結果詮釋與驗證等步驟，並透過年度分布分析觀察研究主題的趨勢變化。此外，為避免過度依賴演算法所產生的語詞關聯，本研究亦將結合既有文獻與政策脈絡對分析結果進行詮釋，以強化分析合理性。
研究結果部分，首先，我國偏鄉教育學術論述的主題變化具有延續性，且與偏鄉教育政策的研究有從討論制度設計轉向實施成效的趨勢。其次，偏鄉教育之學術論述較常在學校的課程與治理脈絡中討論偏鄉教育，公共論述則較多討論政策實施與經費的挹注。本研究也發現第三方團體，包含社區以及公益團體等，可能在偏鄉教育當中扮演至關重要的角色，有待未來研究的進一步觀察。最後，我國偏鄉教育研究可能存在對於「學校財政」研究的缺口。
本研究建議：（1）我國偏鄉教育應由資源補助轉向建構更為完善的支持系統；（2）持續建立偏鄉教育政策的成效評估機制；（3）改善偏鄉學校人力結構，降低學校行政負荷；以及（4）進一步建立政府、學校與第三方團體間的具體合作機制，以保障偏遠地區學校的教育品質。

This study takes Taiwan's "Act for the Development of Education in Remote Areas" as its research background, aiming to explore the trends in academic research topic changes in Taiwan's rural education after its legalization, and to compare the focal points of academic discourse and public discourse and possible thematic gaps that may exist. The research scope covers domestic academic journal papers from 2018 to 2025, rural education-related policy documents issued by central education authorities, and news reports released by news media regarding rural education, and conducts systematic analysis and thematic categorization through text mining methods. This study takes "academic discourse texts" and "public discourse texts" as analysis objects and constructs a cross-text comparison framework through text mining methods. The data processing workflow includes text collection, data preprocessing, text mining analysis, and result interpretation and validation steps, and observes research topic trend changes through annual distribution analysis. Furthermore, to avoid over-reliance on word associations generated by algorithms, this study will also combine existing literature and policy contexts to interpret analysis results to strengthen analytical rationality.
The findings of this study indicate, first, that the thematic changes in Taiwan’s academic discourse on rural education demonstrate a certain degree of continuity. In addition, research on rural education policy appears to have gradually shifted from discussions of institutional design to examinations of implementation effectiveness. Second, academic discourse on rural education tends to situate rural education within the contexts of school curriculum and governance, whereas public discourse more often focuses on policy implementation and the allocation of financial resources. Third, this study also finds that third-party organizations may play a crucial role in rural education, a topic that warrants further investigation in future research. Finally, the findings suggest a possible research gap in studies on school finance within Taiwan’s rural education research.
This study recommends: (1) Taiwan's rural education should shift from resource subsidies toward constructing more comprehensive support systems; (2) continue to establish effectiveness evaluation mechanisms for rural education policies; (3) improve the human resource structure of rural schools and reduce administrative burden on schools; and (4) further establish concrete cooperation mechanisms among government, schools, and third-party organizations to ensure the educational quality of schools in remote areas.

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