胡茹萍Hu, Ru-Ping吳家蓁WU, Jia-Zhen2023-12-082028-08-162023-12-082023https://etds.lib.ntnu.edu.tw/thesis/detail/73178ac8ddd5e0ae477307d539cf083a/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/120756本硏究旨在探討技術型高級中等學校（以下簡稱技術型高中）電子科教師素養導向教學能力之具備程度與實施現況，藉由對108課綱以及電機電子群科核心素養相關文獻的分析，整理出六大素養導向教學能力。調查法以問卷形式進行，研究母群為臺南及高雄地區的技術型高中電子科教師共76人，刪除無效問卷終獲得有效問卷57份，回收率為75%。　　根據研究結果，歸納整理出技術型高中電子科教師素養導向教學能力研究之八點結論：一、技術型高中電子科教師素養導向教學能力具備程度偏高。二、教師教學整合能力具備程度良好，惟採用小組學習模式具備程度相對較低。三、教師教學跨域能力具備程度良好，惟評估跨域知識具備程度相對較低。四、教師探究教學能力具備程度大致偏向良好，惟設計課堂中應用的合作探索活動具備程度相對較低。五、教師實作教學能力具備程度大致偏向良好，惟評量學生在電子產業實作的具備程度相對較低。六、教師情境化教學能力具備程度大致偏向良好，惟引導學生在真實情境中思索電子相關勞動法規議題的具備程度相對較低。七、教師教學實踐能力具備程度大致偏向良好，惟引導學生將公民素養與社會責任融入電子領域的具備程度相對較低。八、教育程度為博士之教師，在「探究教學能力」、「教學實作能力」及「教學實踐能力」上素養導向教學能力高於碩士之教師。This study explored the Competence-Based Teaching Ability and current implementation status among teachers of electronic engineering in vocational senior high schools. Through an analysis of the 108 Curriculum Guidelines and relevant literature on core competencies in the electrical and electronic engineering field, six major Competence-Based Teaching Ability are summarized and organized. A survey was conducted in the form of questionnaires, and the research population consisted of 76 teachers in the field of electronic science from vocational senior high schools in Tainan and Kaohsiung. After deleting the invalid questionnaires, a total of 57 valid questionnaires were collected, resulting in a response rate of 75%, with the collected data subject to statistical analysis.Three conclusions were drawn from the study on the Competence-Based Teaching Ability of electronic teachers in vocational senior high schools:1. The level of Competence-Based Teaching Ability of electronic teachers in vocational senior high schools was moderately high.2. The teachers had a high level of teaching integration capability, but a comparatively lower level of proficiency with group learning approaches.3. Teachers demonstrated a high level of interdisciplinarity in their teaching competence; however, their proficiency in assessing interdisciplinarity was relatively lower.4. The teachers possessed a generally good level of inquiry teaching competence; however, their proficiency in designing collaborative exploration activities for classroom application was relatively lower.5. Teachers demonstrated a generally high level of instructional implementation competence; however, their evaluation of students' proficiency in practical implementation within the electronics industry was relatively lower. 6. The teachers exhibited a generally high level of contextualized teaching ability; however, their guidance for students to contemplate issues related to electronic labor regulations in real-world contexts was relatively subpar. 7. The teachers' guidance for students to incorporate civic literacy and social responsibility into the electronic field was significantly less than average. 8. Teachers witha doctorate demonstrated a higher level of competency in inquiry-based teaching, teaching implementation, and teaching practice than teachers with a master's degree.技術型高級中等學校核心素養素養導向教學能力Vocational Senior High SchoolCore CompetencyCompetence-Based Teaching Abilityetd