高級工業職業學校新興科技課程發展之研究
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2009
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本研究旨在建構理論與實務兼具的「新興科技課程設計模式」及「新興科技課程發展評鑑指標」，以期能供工職學校研發新興科技課程參用。首先，藉由「文獻分析」之方法，剖析日本與台灣推動高中職新興科技課程發展計畫之教育理念與實施現況，以及課程發展和科學課程設計的理論基礎；次則，透過「文獻分析」與「實地參訪」之方法，探討芬蘭高中科學教育特色；再則，使用「個案研究」之方法，探究日本與台灣個案工職學校的新興科技課程發展經驗與遭遇問題；接著，彙整上述理論與實務研究結果，輔以「問卷調查 」之方法，建構「新興科技課程設計模式」；最後，依循所建構之課程設計模式的構面與內涵，運用「精釋研究法」，發展「新興科技課程發展評鑑指標」，並將部分研究結果回饋予課程設計模式。所建構之兩項課程發展工具的內涵，如下：
一、新興科技課程設計模式之內涵
(一)模式中有：新興科技課程發展流程、要素及重要策略等三個構面。
(二)新興科技課程發展流程分為：課程規劃、課程設計、教學實驗及課程實施
成效評估等四個階段，並於課程發展過程與結束後，分別設有內外部之形
成性課程評鑑及總結性回饋與修正機制。
(三)模式中計有15項要素及17項重要策略。
二、新興科技課程發展評鑑指標之內涵
(一)分為四個評鑑階段，共有14個評鑑項目，39項評鑑指標。
(二)39項評鑑指標中有14項為重要指標。
Abstract The purpose of this study is to establish a model of designing emerging technology curriculum and a system of evaluation indicators for evaluating emerging technology curriculum development in the hope that both results can serve as good examples for senior vocational industrial high schools to follow. The study first embarked on “literature analyses” to analyze the theoretical foundation, educational concepts and implementation status of some of the high schools in Taiwan and Japan that had pushed for the development of emerging technology curriculum in their schools. Secondly, the study used the methods of “literature analyses” and “field visit” to analyze characteristics of high school science education in Finland. Thirdly, the study used the method of “case study” to explore the experiences of some senior vocational industrial high schools in Taiwan and Japan that had embarked on developing emerging technology curriculum and the problems they had encountered. Fourthly, the study used the theories researched and the results established earlier in the study as well as theresults acquired by way of “questionnaire survey” to establish a model for developing emerging technology curriculum. Finally, the study made use of both the curriculum design model established in the study and the Hermeneutic method to develop a system of curriculum development evaluation indicators for evaluating emerging technology curriculum development. Parts of the results of the study should in turn become feedbacks to the curriculum development model. The contents of the two curriculum developing tools established by the study are as follows: 1. The contents of the model for designing an emerging technology curriculum (1)The model consists of the process, elements, and key strategies in developing an emerging technology curriculum. (2)The process for developing an emerging technology curriculum is divided into the four stages of curriculum planning, curriculum design, teaching experiment, and evaluation of curriculum implementation. There are built-in formative feedback and adjustment mechanisms for use during the development stage of the curriculum and conclusive feedback and adjustment mechanisms for use after the development stage. (3)The model contains 15 elements and 17 key strategies. 2. The contents of the system of evaluation indicators for evaluating emerging technology curriculum development (1)There are four evaluation stages, 14 evaluation items and 39 evaluation indicators in the system. (2)Among the 39 evaluation indicators, 14 are key indicators.
Abstract The purpose of this study is to establish a model of designing emerging technology curriculum and a system of evaluation indicators for evaluating emerging technology curriculum development in the hope that both results can serve as good examples for senior vocational industrial high schools to follow. The study first embarked on “literature analyses” to analyze the theoretical foundation, educational concepts and implementation status of some of the high schools in Taiwan and Japan that had pushed for the development of emerging technology curriculum in their schools. Secondly, the study used the methods of “literature analyses” and “field visit” to analyze characteristics of high school science education in Finland. Thirdly, the study used the method of “case study” to explore the experiences of some senior vocational industrial high schools in Taiwan and Japan that had embarked on developing emerging technology curriculum and the problems they had encountered. Fourthly, the study used the theories researched and the results established earlier in the study as well as theresults acquired by way of “questionnaire survey” to establish a model for developing emerging technology curriculum. Finally, the study made use of both the curriculum design model established in the study and the Hermeneutic method to develop a system of curriculum development evaluation indicators for evaluating emerging technology curriculum development. Parts of the results of the study should in turn become feedbacks to the curriculum development model. The contents of the two curriculum developing tools established by the study are as follows: 1. The contents of the model for designing an emerging technology curriculum (1)The model consists of the process, elements, and key strategies in developing an emerging technology curriculum. (2)The process for developing an emerging technology curriculum is divided into the four stages of curriculum planning, curriculum design, teaching experiment, and evaluation of curriculum implementation. There are built-in formative feedback and adjustment mechanisms for use during the development stage of the curriculum and conclusive feedback and adjustment mechanisms for use after the development stage. (3)The model contains 15 elements and 17 key strategies. 2. The contents of the system of evaluation indicators for evaluating emerging technology curriculum development (1)There are four evaluation stages, 14 evaluation items and 39 evaluation indicators in the system. (2)Among the 39 evaluation indicators, 14 are key indicators.
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工職學校, 新興科技課程發展, 課程設計模式, 課程發展評鑑指標, vocational industrial high schools, emerging technology curriculum development, curriculum design model, curriculum development evaluation indicators