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  • 學位論文

高職學校本位課程發展影響因素之研究

A Study of the Involved Factors on the School-Based Curriculum Development in Vocational High Schools

指導教授 : 林宜玄

摘要


摘 要 論文名稱:高職學校本位課程發展影響因素之研究 頁數:217 校所別:國立台北科技大學技術及職業教育研究所 畢業時間:九十五學年度第二學期 學位:碩士 研究生:劉豐溢 指導教授:林宜玄 關鍵詞:高級職業學校、學校本位課程、學校本位課程發展影響因素 職校新課程暫行綱要自民國95年開始實施,賦予高職學校發展學校本位課程的權責;惟相較於國內中小學,高職學校本位課程的發展尚處於初期階段。高職學校為能有效發展學校本位課程,實有必要瞭解學校本位課程發展的重要影響因素,進而探討學校本位課程發展的有利影響因素,據以研擬提升高職學校本位課程發展品質的具體策略,俾能落實職校新課程暫行綱要的實施目標。為逹成研究目的,本研究首先採用深度訪談蒐集學者專家對高職學校本位課程發展影響因素的知覺,隨後以全國249所公、私立高級職業學校(含高中附設職業類科)的教師為母群體,採取分層比例抽樣進行問卷調查,總計發放600份問卷,回收有效問卷513份,回收率為85.5%。本研究獲致下列結論: 一、高職學校本位課程發展有九個重要影響因素層面。 二、具研習經驗的高職教師較重視「課程發展態度」、「課程領導能力」及「課程發展推動」等因素層面。 三、「校內資源調配」及「校外資源協助」因素層面不利高職學校本位課程發展。 四、不同教職年資、任教科目、行政職務、研習時數、學校性質、學校區位的高職教師對學校本位課程發展影響因素有利程度的知覺有顯著差異。 五、高職學校本位課程發展影響因素的重要程度與有利程度有差距,仍有改善的需要。 六、高職學校急需改善「校內資源調配」,並優先改善「課程發展時間」、「課程發展評鑑」及「校外資源協助」。

並列摘要


ABSTRACT Title:A Study of the Involved Factors on the School-Based Curriculum Development in Vocational High Schools Pages:217 School:National Taipei University of Technology Department:Institute of Technological & Vocational Education Time:June, 2007 Degree:Master Researcher:Liu, Feng-Yi Advisor:Lin, Yi-Shyuan Keywords:Vocational high school, School-Based Curriculum Development, the Involved Factors in the School Based Curriculum Development A new version of the Provisional Curriculum Guide (PCG) has put into effect in 2006. Vocational high schools are authorized to take on responsibilities to develop school-based curriculum. Compared with elementary and junior high schools, school-based curriculum in vocational high school is still at the initial stage. To efficiently develop school-based curriculum, it is necessary to realize the involved factors that affect its development and to explore the degree of their importance and advantage. In doing so, the strategies to promote the quality of school-based curriculum can be found out so as to implement the objectives of PCG. To achieve the purpose of this study, this thesis collects scholars’ and experts’ opinions about the involved factors which influence the school-based curriculum. By stratified cluster sampling, a total of 600 questionnaires were issued to teachers in 249 public and private vocational high schools, including the vocational high school teachers in comprehensive high schools. Of the 600 surveys, 513 teachers responded to the questionnaires, which account for 85.5% in total. Based on these questionnaires, the conclusions of this study are as follows: 1. There are nine important involved factors in the vocational high school-based curriculum development. 2. Vocational high school teachers with in-service experience put much more emphasis on the attitude of curriculum development, the ability of guiding curriculum, and the practice of curriculum development. 3. Both resources allocation in school and resources assistance from outside are not beneficial to the vocational high school-based development. 4. With the differences of teaching seniority, teaching subjects, administration position, in-service hours, and school characteristics and geographical locations, vocational high school teachers have different opinions toward the advantages of involved factors in the school-based curriculum development. 5. There is a significant difference between the degree of importance and advantage in the involved factors of the vocational school-based curriculum development. However, it is required to improve the nine factors which influence vocational high school development. 6. Apart from improving resources allocation in school, it is the top priority for vocational high schools to amend the time and evaluation of curriculum development and resources assistance from outside as well.

參考文獻


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