徐昊杲Hsu, How-Gao黃維賢Huang, Wei-Hsien2019-09-042014-7-92019-09-042013http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0896700058%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99301本研究針對海峽兩岸職業教育發展之比較進行研究，依據研究目的提出待答問題，透過文獻分析法與實地訪問等方法，蒐集論文所需相關資料，藉由比較方法描述、解釋、並置和比較，詳加分析、歸納與討論，以下是本研究發現： 一、海峽兩岸職業教育發展有一致的規律性。 二、從巨觀的角度來看，海峽兩岸職業教育發展特徵相同。 三、從微觀的分期來看，臺灣或中國大陸職業教育發展的特徵依發展分期不同而有差異。 四、海峽兩岸發展職業教育模式皆從人力規劃走向市場需求。 五、海峽兩岸職業教育發展皆受到產業結構升級的影響。 六、「教育、訓練及就業一體化是職業教育發展的趨勢」在不同經濟體制變革下會有變異。 七、海峽兩岸職業教育發展因應經濟發展，在市場驅動、區域經濟制約、職業教育發展戰略、產學合作的企業責任與職業教育資金來源均有顯著差異。 八、臺灣職業教育發展主要問題是政府與法律制約職業教育發展。 九、中國大陸職業教育發展主要問題是區域經濟發展制約職業教育擴充。 十、海峽兩岸職業教育發展在市場需求、兩岸通用職業資格框架、企業責任與產學合作、職業教育評鑑機制等方面具有互補性，尚待政治協商處理。 十一、中國大陸大力發展職業教育立論基礎有三：1.職業教育體制由最薄弱到薄弱，逐漸形成現代職業教育體系；2.因應現代化建設戰略與加入世界貿易體制的衝擊；3.對職業教育的充分認識。This dissertation dealing with comparisons of vocational education developments between the two sides across Taiwan Straits are based on literature analysis of dissertation-related data collected through as well as on field experiments; and after research methods of comparative descriptions, interpretations, juxtapositions, comparisons, and detail analysis the findings indicate that: 1.There exists consistency across the straits in vocational education developments. 2.Observing from macro viewpoints, development characteristics across the straits parallel. 3.Discerning from micro viewpoints, traits of vocational education developments in Taiwan or China verify by stages, differing those in Taiwan or China. 4.Both modes of vocational education developments of the two sides move forwards market demands from human resource schemes. 5.Vocational education developments of the both sides are affected by upgraded industrial structures. 6.There exists variability in “integrated development trends of education, training, and employment”, when economic structures change. 7.There are significant differences between the two sides in market orientation, regional economic conditioning, strategies of vocational education developments, corporate liabilities in university-industry cooperation, and financing fund resources in vocational education developments coping with economic developments. 8.The main problem of vocational education developments in Taiwan lies in governmental and legal conditionings. 9.The critical problem of vocational education developments in Mainland China remains in expansions of vocational education being subject to regional economic developments. 10.The complementarities between vocational education developments of the two sides in market demands, common framework of occupation qualifications, industrial liabilities, and university-industry cooperation are still in need of political negotiations. 11.The vigorous developments of vocational education in Mainland China are based on three argumentations of: 1. Vocational education system being developed from the weakest to the weak before forming the current situation; 2. to cope with modernized construction strategy and the impacts out of joining world trade organizations; and 3. to fully understand vocational education.發展理論職業教育發展職業教育比較教育技術進步theories of developmentvocational education developmentsvocational educationcomparative educationtechnological change