技術型高中機械群教師對多元選修課程認知、認同及實踐

Abstract

本研究旨在探討技術型高中機械群教師對多元選修課程認知、認同及實踐情況，並且深入討論教師對於課程的認知如何影響他們的認同，以及認知與認同對於課程規劃與實踐之影響，此外還將探討實踐過後對於課程認知認同之變化。研究利用半結構訪談法進行，對象為北部四所公私立技術型高中機械群教師，並以「時常比較法」進行分析凸顯出教師觀點之異同，從而提出研究結論與建議提供現場教師參考以及教育主管機關制定相應政策依據，後續研究者可參考以拓展相關領域研究深度。研究中發現機械群教師對於多元選修課程目的在於拓展學習面向、提升學習動機與課綱規劃理念相近，展現出較認同態度，但教師們在面對課程能否培養學生專精能力時由於認知與開設課程類型不同，表現出較不一樣觀點；對於多元選修課程是否能培養學生跨域能力，教師們在實踐後認為培養跨領域能力相對困難，表示遭遇困難主要來自學生能力落差，由於技術型高中各科學生背景能力差異大，開放跨群跨科選修時，教師如何引導不同背景能力學生了解課程是一大困難，此外課程堂數規劃不足，導致加廣類型課程無法提供深度學習；加深類型課程又無法顧及跨領域學習學生之進度造成課程實踐上之困難。對此本研究建議提出：在學生實際進行選課前，開課教師應全力引導選課學生充分了解課程內容，在課程實踐上引導學生將課程與他們過去的經驗相連結，以激發學習動機，實現多元選修的初衷。鑑於課程時數的限制，建議教師將內容拆分為上下學期，以透過兩階段的課程奠定學生的基礎和深入能力，從而實現跨領域學習和能力培養的目標。教育主管機關應持續關注技術型高中與普通高中之差異，並制定符合技術型高中特色的課綱。同時，建議增加實習課時數，以更好地實現技職教育的實用目標。This study examined how machinery group teachers in vocational high schools cognition, identification, and practice of multiple elective courses. It delved into the influence of teachers' cognitions on their attitudes, and the collective impact on curriculum planning and execution. Utilizing semi-structured interviews with machinery group teachers from four northern vocational high schools, the constant comparison method highlighted diverse perspectives. The study offered conclusions and recommendations for practitioners, providing insights for educational policy formulation. The findings could guide future researchers in expanding related field studies. In the study, it is found that machinery group teachers share a common cognition on the purposes of multiple elective courses, aiming to broaden learning horizons, enhance motivation, and align with curriculum planning principles, exhibiting a generally positive attitude. However, when confronted with the question of whether the courses can cultivate students' specialized skills, teachers exhibit diverse viewpoints due to differences in cognition and the types of courses offered. Regarding the cultivation of students' interdisciplinary skills, teachers, after practical implementation, perceive it as relatively challenging. They express difficulties arising from the significant gap in students' abilities, given the substantial differences in background abilities among students from different subjects in vocational high schools. This challenge is particularly pronounced when guiding students with different background abilities to understand the courses in open cross-group and cross-disciplinary elective settings. Additionally, inadequate planning of class hours leads to difficulties in providing in-depth learning for broadening courses, while deepening courses struggle to accommodate the progress of students engaged in interdisciplinary learning.Recommendations include thorough guidance for students in course selection, linking courses to past experiences to enhance motivation, and adapting content into two semesters for foundational and in-depth learning. Education authorities should consider the differences between technical and regular high schools, formulating curricula that cater to technical high school characteristics. Additionally, increasing internship hours can enhance the practical aspects of technical education.