高中職綜合職能科餐飲教學實施現況與教師專業發展需求之研究

Abstract

本研究旨在瞭解高中職綜合職能科餐飲教學現況以及高中職綜合職能科餐飲教師之專業需求程度，並比較不同背景之高中職綜合職能科餐飲教學教師在專業需求程度之差異情形。本研究採用問卷調查法，以任教綜合職能科餐飲科目一年以上之教師為研究對象，研究者自編之「高中職綜合職能科餐飲教學現況與教師專業發展需求調查表」為研究工具，共得有效問卷194份。問卷調查所得資料以平均數、標準差、t考驗和單因子變異數分析等統計方法進行處理。本研究結果如下： 一、高中職綜合職能科餐飲教學現況中，餐飲教學上能獲得硬體方面之 行政支持；課程能依據課綱與彈性原則進行安排與設計；教師依據 學生能力現況訂定教學目標；利用觀察與實作進行評量並將評量結果告知學生。 二、教師專業發展需求在整體、特教專業知能、餐飲專門知能、餐飲教學能力、專業知能提升向度上專業發展需求程度高。 三、高中職綜合職能科餐飲教學教師在專業發展需求程度上會因畢業科系、教育程度、教師資格、持有證照、任教科目、學校性質之不同對教師專業發展需求之某些向度造成顯著差異。

This study aimed to understand catering teaching implementation current status of comprehensive vocation subject in vocational high schools, and the professional development needs of catering teachers, and to compare the discrepancies from catering teachers with backgrounds varieties. The study uses the questionnaire survey procedure. A total of 194 catering teachers who to teach more than one year catering course were selected as research subjects. The questionnaire was designed by the researcher and titled as “Catering teaching implementation current status and the professional development needs of catering teachers in the classes of mental retardation in vocational high schools”. The questionnaire data was analyzed by means, standard deviations, t-test, and one-way ANOVA. The major findings of this study were summarized as followers: 1.In catering teaching implementation current status, teachers have administrative support in hardware part. Curriculum can be designed and arranged by the syllabus and flexible principles. Teachers to set goals based on the student abilitity. Teachers use observation and implementation to assessment and tell students the results. 2.The professional development needs of comprehensive vocation subject catering teachers expressed high demand for professional development. “food teaching ability” was dimension with the highest scores, followed by “special education professional knowledge” , “catering specialized knowledge” and “enhance the professional knowledge”. 3.For these variable, the catering teachers of different majors, different teacher’s qualifications, holding licenses or not, public schools or not, different teacher’s qualifications and different educational background ,the professional development needs up to a significant degree of difference on some dimensions.