本文視學生投書為再現教育秩序與權力知識的論域，以Bernstein提出「表意」與「工具」兩種秩序為框架，透過Foucault對論述分析之觀點，描繪教育改革倡議期間（1993-2009），聯合報民意論壇中的學生投書如何再現教育問題，並分析學生主體的自我建構。結果顯示，臺灣學生辨析的教育問題，不離「考試」帶來種種的生活與秩序。「考試」成為形成學生主體的「評鑑技術」，既能做為道德共識（公平性），亦具有社會區隔（分流與專業化）的功能。 教育在「培養思考」（目的）與「評鑑思考」（手段）中擺盪，多元入學促使「評鑑技術」多樣化，儘管學生可以理解目的，但手段卻從外（區隔）到內（道德）占據著學生，使之從「我思考」轉變為「考思我」的主體。 This paper examined discourse concerning representation of the educational order, power, and knowledge in the opinion letters submitted by students. It employed two types of order proposed by Bernstein as frameworks and explored educational problems through Foucault's methods of discourse analysis. It was found that the education-related problems discussed and analyzed by students in Taiwan were associated with various types of life and order brought about by “examinations.” Because “examinations” constituted an “assessment technique” centered on the student, they could form an ethical consensus (fairness) and possess the function of social segmentation (i.e., tracking and specialization). Education had oscillated between “trained thinking” (ends-oriented) and “assessment thinking” (means-oriented). More diverse school entrance channels promoted the diversification of “assessment techniques.” Although students could understand the ends, the means preoccupied their external (segmentation) and internal (ethical) thinking, which caused them to have a shift in subject from “I think” to “thinking about myself.”