我國高職車輛與環保課程內涵之建構

Abstract

本研究之目的在發展我國高職「車輛與環保」課程之內涵綱要，本研 究以修正型德懷術作為主要研究法，修正型德懷術和完整型德懷術在實施 過程（實施回和數和專家的選擇）及目的（預測未來，達成最後共識）上 是相同的。本研究共有32 位專家參與，共計實施一回合的專家會議和三 回合的德懷術問卷調查。首先，專家會議中依據布魯姆(Bloom)的教育目標 分類架構歸納出9 項教學單元和36 項教學細項作為德懷術問卷草案。接 著利用實施三回合的德懷術問卷過程以達到共識，每一回合計算標準差用 以表示離散程度；計算眾數和平均數了解專家意見集中趨勢。 依據研究結論發現獲得以下結論： 一、我國高職「車輛與環保」課程內涵架構分成：（1）教學目標、（2） 課程規劃綱要和（3）教學單元和教學細項。 二、依據各題項最後平均數分數介於2.400∼2.499 共有40 項，佔所有題 項的90.91﹪。雖然尚有其他四項被歸納為「重要程度」，整體說來， 可以說明本研究所爐列的各項教學細項都是必須且重要的。 三、依據依據研究發現最重要的前十項教學細項為： 1、認識3R 2、認識汽車排放廢氣之來源與種類 3、汽車廢油來源與類別 4、汽車維修廠廢棄物處理與回收 5、回收冷媒與使用 6、認識替代能源車輛 7、空氣污染的來源 8、汽車廢棄物來源與類別 9、認識汽車可資源回收之零組件 10、環境保護的意義與重要性 四、依據獨立性t 考驗結果發現，教師和非教師在八項教學單元中的題項 表現無顯著差異存在。

The purpose of this study was to develop a course guideline of “Vehicle and Environmental Protection” in industrial vocational high school in Taiwan. A modified Delphi technique was selected for use in this study. The modified Delphi technique is similar to the full Delphi in terms of procedure (i.e., a series of rounds with selected experts) and intent (i.e., to predict future events and to arrive at consensus). A 32- member Delphi panel were asked to participate in the study. and a steering committee and a three rounds of the modified Delphi technique were conducted to this study. The steering committee first categorized the teaching units/items according to the Bloom's taxonomy of educational objectives and 9 teaching units and 36 specific items were organized into a draft survey instrument. Then, through a three rounds the process is designed to yield consensus. For each item, standard deviation were calculated as measures of dispersion and median and mean scores were calculated as measures of central tendency. Based on an analysis of the findings of this study, the following conclusions were made: 1. The framework of course guideline for “Vehicle and Environmental Protection” in industrial vocational school included three dimensions: (a)teaching objective (b)curriculum planning outline and (c)teaching units/items. 2. Based on the finding that 40 of the 44 items (90.91%) received final mean ratings within the interval of 2.400 to 2.999 on third rated of importance, it was concluded that teaching items in this research study for “vehicle and environmental protection” course guideline are necessary and important. Although the other four items ranked lower, they received mean ratings which substantiated a moderate degree of importance. 3. The ten highest rated teaching items were, (1)know 3R, (2)know the sources and varieties of vehicle emissions, (3)know the sources and varieties of vehicle waste oil, (4)wastes treatment and reuse, (5)refrigerant recycling, (6)know the alternative vehicle, (7)air pollution sorurce, (8)sources and varieties of vehicle wastes, (9)know the recycling-parts of the vehicle, (10)meaning and significant of environmental protection. 4. Based on the results of independent t-test that there was no significant effect (p>0.05) in the eight teaching units between groups.