Q-sort在技專校院精密鑄造課程應用之研究

Abstract

本研究之研究目的包含：1.探討技專校院精密鑄造課程現況及內涵；2.分析技專校院精密鑄造課程能力指標的重要性之排序；3.評析技專校院精密鑄造課程能力指標之應用及限制；4.綜合研究心得，歸納並做成結論提出符合產業需求之精密鑄造課程改進建議，以供技專校課程規劃及發展之參考。 本研究採用文獻分析、專家諮詢、Q-sort等方法完成研究，採自編「技專校院精密鑄造課程專業能力」指標重要程度調查表，及專家因素態度調查表兩份問卷進行研究。研究獲得Q母群86句敍述句，並抽取44句Q敍述句為樣本進行研究。問卷採立意取樣發放，共回收30份有效樣本，經因素分析、變異數分析和因素態度分析後獲得研究結果。 研究獲得技專校院精密鑄造課程能力指標，包含模具設計、殼模方案設計、蠟模製作、殼模製作、製程設計、模具製作、金屬熔鑄、鑄件後處理及檢驗、設備維護、其他相關技術等十項構面，確立精密鑄造產業核心技術與相關技術內涵。同時，每一項精密鑄造課程能力指標所代表的核心技術，分別包含3~5個具代表性的行為表現描述句，並有優先次序，可為我國技專校院開設精密鑄造課程，自我檢視課程規劃與設計之依據。此外，由敍述句產生的23個題目，各題目本身均配屬有因素態度的強弱值，以方便考量各具代表性的題目所描述的核心技術之因素強度，加以實際應用在課程發展上。研究貢獻在於將Q-sort方法，應用於技專校院精密鑄造課程發展上，有效解決技專校院精密鑄造課程能力指標的重要性排序問題，具有創新性和參考價值。Investigating the status and connotation of precision-casting courses in technical colleges, this multi-purpose study analyzes the important sort of ability index of precision-casting courses in technical colleges and assesses application and restriction of ability index of precision-casting courses in technical colleges. Then, this study compiles research experience and proposes recommendations for improvements in precision-casting courses which meets industry needs so as to provide references for technical colleges on planning and developing course.

In addition to literature analysis, expert advice and Q-sort, this study also adopts the self-made index importance questionnaire titled “Professional Competence of Precision-Casting Course in Technical College” and the other questionnaire titled “Expert Factor Attitude Survey” to complete this research. The study obtained the Q-population and 86 statements, 44 of which were extracted for research. The questionnaires were distributed for purposive sampling. 30 valid samples were retrieved and the results were obtained after a series of analyses like factor analysis, variance analysis and factor attitude analysis.

The study obtained the ability index of precision-casting course in technical colleges, which included 10 dimensions like mould design, shell mould design, process design, mould making, metal casting, post treatment and inspection of casting, equipment maintenance and other related technologies, to establish the core technology and relevant technical content of precision-casting industry. Meanwhile, each core technology based on each item of the precision-casting course ability index respectively contains 3~5 statements with representative behavior in priority order, which can be the basis for the precision-casting courses in the technical courses of planning, designing, and self-viewing. In addition, among the 23 questions generated from those statements, each question is with its own strength of the value of the factor attitude, so as to consider the factor intensity of the core technology described by each representative question and practically apply those questions to curriculum development. The research contribution lies in the application of the Q-sort method to the development of precision-casting course in technical colleges, which solves the problems of prioritizing the importance of precision-casting course ability index in technical college in quite an effective, innovative and valuable way.