摘要 本研究將探討技職一貫教育政策實施後,伴隨著技職教育之幾項特色:1.科別的統整與分化;2.上下銜接一貫化;3.本位課程落實;4.學校資源整合,將成為教育改革上一大突破,在學習情境上也必須嘗試創新與轉型。民國94年即將推行的技職一貫教育政策,正快速的籌備與落實當中,希望藉由高職老師與學生對於學習情境的認知空間與屬性偏好評量,來探究其理想的學習情境空間。本研究目的為: 一、探討師生對技職一貫學習情境之認知空間架構。 二、瞭解師生對技職一貫學習情境偏好之空間屬性。 三、分析性別及師生對技職一貫學習情境之理想點。 四、提供實行技職一貫學習情境之參考。 將問卷調查利用多變量之多元尺度法(Multidimensional Scaling , MDS)分析結果:(一)空間知覺架構(INDSCAL):以「干預互動」―「退隱收斂」、「自律自主」―「分享合作」兩個向度軸解釋認知空間知覺圖。(二)屬性評量(MDPREF):在屬性評量結果以「討論集會」及「同儕團體互動」,為師生共同首要考量之因素。(三)偏好理想點(PREFMAP):在男女性別偏好理想點沒有差異性。老師與學生心目中理想的學習情境空間有明顯的差異,分述如下:(1)以學生而言:在認知空間向度軸中可以發現學生傾向「退隱收斂」-「分享合作」。(2)以教師而言:在認知空間向度軸中可以發現教師傾向「干預互動」-「分享合作」。(3)以師生平均理想點而言:在認知空間向度軸中可以發現傾向「退隱收斂」-「分享合作」。 調查的結果與研究的發現,希望能提供教育行政機關或學校教職人員參考,以及未來相關議題研究之發展。
Abstract The study investigates the characteristics of the technological and vocational education (TVE) after the implementation of the consistent policy: (1) departmental integration and separation, (2) vertical consistency, (3) curriculum fulfillment, and (4) school resource coordination. These main features, viewed as a significant breakthrough in education reform, will definitely bring innovation and transformation in current learning environment. In 2005 the consistent policy of TVE will be put into practice; currently the policy are under heated discussion. The study explores the ideal learning environment space from the prospective of the preference and the evaluation of teachers and students in vocational high schools. What follows are the purposes of the study: (1) to explore teachers’ and students’ awareness of the learning environment space framework of TVE. (2) to understand teachers’ and students’ preference of space attributes. (3) to analyze the deal education learning environment space. (4) to provide reference for TVE learning environment space. The questionnaires employ MDS. What follows are the findings: (1) INDSCAL: interpreted by “interference, interaction”–“retreat, restraint” and “independence, self-discipline”–“ sharing cooperation” two dimensions, (2) MDPREF: determined by “discussion meetings” and “peer group interaction” two major factors, (3) PREFMAP: no significant disparities found between two sexes, as well as (4) the disparities between teachers’ and students’ ideal learning environments are: (a) students tending toward “retreat, restraint” –“ sharing cooperation” (b) teachers tending toward “interference, interaction” –“ sharing cooperation ” (c) the average of teachers and students tending toward “retreat, restraint” –“ sharing cooperation.” It is hoped that the findings will be reference for personnel of education administration and school authorities and will also serve as reference for related issues in need of further exploration.