技術型高中鑄造職類技能競賽選手課業輔導需求調查

Abstract

摘要 本研究旨在探討技術型高級中學鑄造職類技能競賽選手技能競賽期間課後輔導之需求，主要探討現今技能競賽選手訓練期間課業輔導之現況，以及技能競賽選手課業輔導需求之方向，進而發展規劃與建議。本研究以問卷調查法進行量化資料蒐集，共計回收有效問卷計81位選手及25為學校教師，最後再以深度訪談訪問6位參與競賽的選手及1位指導老師。經資料處理分析後，研究結果如下： 壹、技術型高中對鑄造職類技能競賽選手課業輔導的需求 一、課業輔導需求的輔導人員國英數以一般科目教師為主，專業科目以系科老師為主 二、課業輔導需求的方式以群科辦理的方式進行 三、課業輔導需求的時間以競賽後的課後一週2-3次，一次1小時，為期2-4個月為主 四、課業輔導需求的地點一般科目以一般上課教室為主，專業科目以系科教室為主 貳、技術型高中對鑄造職類技能競賽選手課業輔導的支持系統建構 一、課業輔導工作任務以技能競賽選手訂定相關的課業輔導辦法為主 二、課業輔導合適辦理組織以實習處、教務處、校長室、學務處、輔導室共同規劃辦理 三、課業輔導負責承辦人員以一級主管及科主任、選手代表、指導老師共同組織小組 最後，根據本研究發現與結果，對學校行政、輔導需求及人員及後續研究者，提出具體建議。

關鍵詞：技能競賽選手、課業輔導、需求評估、支持系統

Abstract This study aims to investigate the need of the Foundry Category skill competitors in Vocational High School for tutoring during the competitions. The main investigations are the tutoring conditions for skill competitors during their training and the direction of their needs for tutoring, which further develop plans and suggestions. The study method mainly adopted questionnaire for quantitative data, 81competitors and 25 school teachers joined in the survey. And Semi-Structured Interview was used for qualitative data, 6 competitors and 1 school teacher accepted the interviews after conducting the questionnaire. The study results were shown as follows: 1. The Vocational High School’s needs for tutoring the skill competitors attending Foundry Competitions: A. The counselors taking charge of tutoring were mainly regular teachers for Chinese, English and Math. The teachers studying in professional subjects mainly took charge of this part. B. Adopted cluster on the need way for tutoring. C. The time for tutoring was twice to three times a week which was one hour for once after the competition and lasted mainly two to four months. D. The location for tutoring was mainly regular classrooms for regular subjects and professional classrooms for professional subjects. 2. The Vocational School’s support system for tutoring the skill competitors attending Foundry Competitions: A. The task of tutoring was mainly formulating related tutoring rules for skill competitors. B. The organization suitable for dealing with matters about tutoring were Workshop Office, Office of Academic Affairs, Principal’s office, Office of Student Affairs and Counselors’ Office. C. The staff in charge of tutoring consisted of the chief officer, the head of the department, the competitor representative and the instructor. Finally,according to the research findings and results, proposed practical suggestions to the school administration organization, tutoring needs, related staff and the researcher conducting the following research.

Keywords: skill competitor, tutoring, needs assessment, support system