師範校院科技與工程教育科系學生之核心能力內涵之研究

Abstract

本研究旨在探討及建構科技應用與人力資源發展系核心能力指標以及學生在各項核心能力的表現情形，第一部份為確認師資生科技領域教學專業能力指標並衡量師資生具備教學專業能力的程度；第二部分為建構人資教育訓練人員核心能力以評估學習與科技組同學的具備教育訓練核心能力的程度；第三部分為利用專題製作問卷調查科技系同學具備科技系核心能力的程度。 為了達成本研究目的，本研究運用文獻探討、專家會議、修正式德懷術調查等方式進行研究，研究發現科技系學生的部分核心能力具備程度不足；學習與科技組學生在人資教育訓練人員核心能力具備程度偏低。 根據本研究的結果，研究者建議：(1)加強師資生具備適當地控制風險，包括選用材料、加工程序、設備和能源的能力指標及熟知重要教學科技與媒體的發展與新趨勢的能力;(2)培養學習與科技組學生安排師資與規劃課程及評量數位學習訓練成效的能力；(3)加強學生之基礎外語及國際視野、規劃及執行人力資源發展專案及應用科技於教育訓練的相關能力；(4)建議科技系未來可以增加數位學習規劃實務課程；(5)透過學生自評來了解學生對於核心能力重要程度及具備程度，更能依據學生需求做課程規畫。 在未來的研究建議方面，建議可以針對剛畢業3至5年與工作10年以上的對象進行比較，以了解兩個族群對構面及指標的具備程度是否有差異。The purpose of this study is two-fold. Firstly, it attempts to explore and constructthe core competency indicators of Department of Technology Application and Human Resources Development (TAHRD). Secondly, it evaluates the performance of TAHRD students’ core competencies. The competence evaluation was divided into three parts: the first part is to evaluate the teaching professional ability of the pre-service teachers; the second part is to evaluate the core competence of the human resources education and training personnel for the students of the learning and technology division; and the third part is to apply the learning outcome questionnaire to evaluate the core competence of the TAHRD students. In order to achieve the research purposes, the researcher applied literature review, expert meetings, and modified Delphi technique in the study. The study found that the TAHRD students do not have sufficient core competencies, nor do the students of the learning and technology division have sufficient human education and training competencies. According to the results of this study, the study provides the following suggestions: (1)assess the ability of digital learning and training effectiveness, and develop students' ability to effectively control risk, including the selection of materials, processing procedures, processing equipment and processing energy capacity indicators, understand the important development and trends of teaching technology and media; (2)train the learning and technology division students to arrange teacher and planning courses; (3)strengthen the TAHRD students’ basic foreign language, international vision, planning and executive ability of human resources development projects, and the competences of applying technology in education training; (4)the TAHRD should consider to increase the practical curriculum of the Digital Learning Program in the future, and (5)understand the importance of the core competencies and plan curriculum based on student’s self-assessment. In the future, we recommend comparing people who have just graduated for three to five years with those who have worked for more than 10 years to see if there is a difference in the degree of aspects and indicators of the two groups.