本研究旨在探討企業識別系統融入自傳教學對於高職二年級學生就業力提升之影響。研究採準實驗研究法,設有接受企業識別系統教學的實驗組,與未接受企業識別系統教學的對照組,共同進行十週實驗教學活動。二組分別在教學前、後施以就業力量表,所得前、後測分數,以共變數分析、相依樣本t檢定與積差相關進行分析。期間同時蒐集學生學習歷程記錄、回饋內容與學生作品,佐以量化資料分析探討。研究結果發現: 一、 企業識別系統融入自傳教學,能顯著提升學生一般能力、專業知能二個構面之就業力。 二、 視覺識別培養一般能力、專業知能與職涯規畫構面之就業力,效果最佳;活動識別培養專業態度構面之就業力成效最佳。 三、 一般能力、專業知能、專業態度、職涯規畫等四個構面間,除了專業態度與職涯規畫構面不相關外,其餘皆呈正相關。 關鍵詞:企業識別系統、自傳、就業力
The purpose of this research is to investigate the influence of incorporating CIS into advancing the employability of year two students in vocational high school with biography teaching. Quasi experimental methodology is applied in this this research where the treatment group receives the CIS training while the control group does not. A total of ten weeks are taken to carry out the teaching activities. Both groups complete a measurement survey before and after the teaching. The results undergo analysis of covariance (ANCOVA), Paird sample T-test, and Product-moment correlation analysis. During the teaching activities, the students' learning records, feedback information, and portfolios are collected and examined with qualitative analysis. The discoveries of the research are: 1. By incorporating CIS into biography teaching, the students' employability can be significantly increased in the aspects of general abilities and cognition in professional capability. 2. Visual indentity produces better benefits in developing employability in the aspects of general abilities, cognition in professional capability, and career planning. Activity identity produces better benefits in developing professional attitude. 3. Among the four aspects of general abilities, cognition in professional capability, professional attitude, and career planning, all of them are positively related other than the last two aspects. Key words: corporate identity system, biography, employability