以品質機能展開探討技術型高中跨領域課程發展指標之研究

Abstract

本研究旨在探究「技術型高中跨領域課程發展」之關鍵因素指標及其權重比例，其次，透過品質機能展開技術，提出跨領域課程發展品質提升要素，進一步對技術型高中跨領域課程之研發提出建議相關。具體而言，本研究之目的：（1）建構解析技術型高中跨領域課程發展指標及其相對之重要程度；（2）進行技術型高中跨領域課程發展指標之品質機能展開。 文獻分析顯示，技術型高中跨領域課程發展，除課程目標對準國際人才及產業人才需求外，在教學上應務實考量教育資源負荷。本研究運用「德懷術」的研究方法，分別徵詢課程發展專長之學者專家、教育政策規劃及推動人員及辦理課程綱要總體課程計畫前導學校之技術型高中學校校長共12位，取得學者專家之共識並確立指標項目，並進一步應用「階層程序分析法」求得指標間相對應之權重比例。再將權重比例代入「品質機能展開技術」進行正反轉換分析，得到課程發展項目及政策推動項目間之相互對應權重及品質提升項目順序。 經由本研究之分析，共發展三個指標構面，分別為「需求進路」、「課程教學」、「揚才展能」，以及二十五個指標項目，其中權重值最高之前五個指標均在「課程教學」指標構面，內容涵蓋教材教法、教學評量、教師專長及空間設備之指標項目。

The purpose of this study was not only to explore the key factors and weightings of “the development of interdisciplinary learning in skills-based senior high school", but also to propose the quality improvement elements of interdisciplinary learning development through the Quality Function Development technology(QFD). Further relevant suggestions were made on the research and development of the interdisciplinary learning in skills-based senior high school. Specifically, the following two research proposes were achieved: (1) constructing and analyzing indicators and relative importances in the development of interdisciplinary learning in skills-based senior high school; (2) conducting the QFD in the development of interdisciplinary learning in skills-based senior high school for indicators. The literatures in the development of interdisciplinary learning in skills-based senior high school showed that the course objectives aimed at the needs of international talents and industrial talents. Additionally, it should consider the burnout of educational resources load in the curriculum teaching. Initial developed indicators were then applied for Delphi technique. A total of 12 principals in skills-based senior high school acquired the consensus of scholars and experts and establish indicators. Then, Analytic Hierarchy Process was applied to obtain the corresponding weight ratio between indicators. Setting up the the weighting ratio of indicators and data analysis of bilateral with QFD, the orders of the development project and the indicator project in mutual weight and the customer quality improvement project then received. Through the analysis of this study, a total of three indicator demensions are developed: "demands and career", "curriculum and instruction", and "nurturing and exhibiting talents ", and twenty-five indicator projects. The five top of indicators are in the dimension of "curriculum and instruction", including teaching and content, teaching evaluation, teachers’ expertise and teaching facilities.