高職推動學校本位課程發展之研究—以一所高職電機電子群為例

Abstract

本研究旨在探討高職95課程暫綱的課程架構下，職校推動學校本位課程發展之設計與規劃情形，主要採取質性個案研究的方法，選取一所高級職業學校作為本研究之個案學校，主要以訪談方式進行資料蒐集，訪談成員包括校長、行政人員、電機電子群之專業類科教師與共同科目教師，另外與參與此次課程研議之外部專家學者進行訪談作為資料之交叉分析， 獲得研究結果如下: 壹、學校本位課程推動的成敗，教師的能力與意願是重要關鍵。 貳、群各科的科本位主義，不利於課程規劃與資源整合。 參、群各科在就業導向課程中應力求突顯其特色，否則與現行課程難有差異。 肆、群各科在課程設計過程應回歸課程設計的原理原則並重視關鍵能力的分析。 伍、無完善的配套措施，影響學校本位課程推動的成效，選課自由度也將難以落實。 陸、課程的審查機制不健全，將不利於課程規劃設計的成效。The research aims at studying the school-based curriculum development in vocational high schools within A tentative curriculum outline for departmental clusters for vocational high schools. A qualitative case study is adopted in this research, selecting a vocational school as the subject of the research. The data is collected through interviews with the principal, administrators, teachers of electrical and electronic cluster, and teachers of other common subjects. Interviews of the school staff and those of experts involving in the curriculum development are crossly analyzed to reach the conclusion of this research: 1. The professional expertise and willingness of teachers are keys to the success of school-based curriculum. 2. The egotism of individual subjects in the cluster hinders curriculum development and resource integration. 3. The subjects in the cluster need to develop their distinctive features to set apart from the current curriculum. 4. The theory and the principles of curriculum design and the analysis of key competence should be emphasized during the process of designing curriculum. 5. Without a sound policy, the effectiveness of school-based curriculum and the availability of optional courses will be affected. 6. The scrutiny mechanism of the curriculum is under developed, and will thus affect the effectiveness of the curriculum.