我國高職鑄造科99課程綱要實施現況與問題之研究

Abstract

本研究旨在探討我國高職鑄造科99課程綱要實施現況與問題之研究，以作為教育行政主管單位及學校發展新課程之參考。為達研究目的，本研究採用問卷調查法，並蒐集相關文獻，經歸納整理，確立教師背景與學校背景等相關因素，作為問卷設計之基礎。本研究之研究對象為我國設有鑄造科之高級工業職業學校，其鑄造科教師以及產學訓合作班教師，設為研究普查對象。其中有效問卷回收數為35份，有效回收率為95％。本研究資料分析採用描述性統計、獨立樣本T檢定（Independent T-test） 、單因子變異數分析（One-way ANOVA）與薛費事後考驗法(Scheffé)，以瞭解資料分佈情形與進行差異性比較。 本研究獲致主要結論如下： 一、 就高職鑄造科99課程綱要整體實施現況而言，教師對於此項政策之意見，傾向肯定看法，其中課程架構與師資專業現況為最符合99課程綱要項目。 二、 就高職鑄造科99課程綱要整體實施問題而言，教師對於此項政策之實施問題，傾向肯定態度，其中以學生進路、課程架構為實施99課程綱最無疑慮之項目。 三、 不同背景變項鑄造科教師，對99課程綱要實施現況各層面看法上，大多為無顯著差異。 四、 不同性別、不同鑄造科總班級數與不同學校位置之鑄造科教師，對99課程綱要實施現況不同層面看法上有顯著差異。 五、 不同背景變項鑄造科教師，對99課程綱要實施問題各層面看法上，除了不同最高學歷教師外，大多為無顯著差異。 本研究結論對鑄造科的具體建議如下： 一、 對教育主管單位來說，未來推動十二年國教，目前所推動的方案，應再加強各校特色，落實城鄉學校資源平衡。 二、 對學校方面，雖然99課程綱要強調學校本位，但選修課程仍需多考量學生畢業後發展與企業所需之專業人才。 三、 對教師方面，99課程綱要強調的是校本位課程，教師對於所開設的專業選修科目，宜多加以學生為出發點著想，使該選修對學生最有助益。

This research discusses the current situation and problems of the 99 Curriculum Guidelines in Foundry Department of Vocational High Schools as the references for administrative units and schools developing new courses. In order to achieve the research purpose, this research adapts questionnaire which was designed by the collect related literature and the background of the teachers and the schools. The research subject is the industrial vocational schools which have foundry department, the teachers, and the teachers in industry, academic, and training classes. We received 35 effective questionnaires; the effective return rate is 95%. We use descriptive statistic, independent T-test, one-way ANOVA, and Scheffé method to understand the data distribution and compare the differences. The results are as follows: Ⅰ. As for the current situation of the 99 Curriculum Guidelines of Foundry Department, the opinions of the teachers tend to be agreeing. Among all, the courses and teacher qualification are most comply with the 99 Curriculum Guidelines. Ⅱ. As for the implement problems of the 99 Curriculum Guidelines of Foundry Department, the teachers tend to to be agreeing; students’ future, the courses have least problem with this policy with the 99 Curriculum Guidelines. Ⅲ. There is no prominent difference between teachers of Foundry Department with different background in the view of the current situation of the 99 Curriculum Guidelines in Foundry Department. Ⅳ. There is prominent difference between teachers of Foundry Department with different sex, different foundry class number and different school location in the different view of the current situation of the current situation of the 99 Curriculum Guidelines in Foundry Department. Ⅴ. Except for teachers with different educational background, there is no prominent difference between teachers of foundry department with different background in the view of the implementation problems of the 99 Curriculum Guidelines in Foundry Department. According to the results, we make several suggestions on the 99 Curriculum Guidelines of Foundry Department as follows: Ⅰ. For educational authority, in order to promote 12-year basic education, the current project should strengthen the school’s features and balance the resources of the schools in the city and rural areas. Ⅱ. For schools, although the 99 Curriculum Guidelines emphasizes on school-base curriculum, the selective courses should consider the development of the students after graduation and the talents that the industries need. Ⅲ. As for teachers, the 99 Curriculum Guidelines emphasizes on school-base curriculum, so the professional selective subjects should think for the students, making such beneficiary for the students.