- 期刊
高級中等學校美工科操作技能課程內涵分析
An Analysis on Skill Training Curriculum for the Arts and Crafts Program in Vocational Senior High Schools
摘要
本研究旨在進行高級中等學校（含高級中等職業學校）美工科（含美術工藝科）操作技能課程內涵的分析研究，其中試圖瞭解美工科操作技能課程及業界對於操作技能的人才能力情形。透過深度訪談17位教師與業界專家，並運用內容分析方法，發展並探究美工科相關行職業與市場的需求，以提供未來技職教育課程發展的參考。研究結果如下：1.操作技能課程的定義為：「基於公共安全及機具使用等因素，必須分組教學。學生將專業課程上所學的基本知識，於實習工場實際動手操作、參與練習與製作的課程。」2.實習科目部定必修：「為偏重培養學生基礎能力之專業實務科目。」實習科目校訂必修及選修：「依各校發展制定的多元或單項特色課程。」3.部定實習課程應劃分至實務專業科目，以符合實習課程的定義。4.實習課程的劃分對於各校自主發展有正面幫助。5.課程若要符合市場需求，就應配合職能基準作發展。兼具學校特色與市場需求的課程，可與業界多方接觸與討論。6.訓練學生基礎能力的課程對於美工科而言至為重要，尤其培養學生核心價值的技能：立體原型製作能力。7.實習課程以部定科目面向：符合升學需求。以操作技能面向：不符合升學需求。8.發展立體實作課程，對於基礎圖學的授課教師與學生，有正面影響與幫助。9.實習授課的總節數不足。整體實習課程偏廣度，但不具備深度。10.符合就業需求的規準要項：職能基準、技能檢定、實體成品、課程目標。
並列摘要
This paper attempts to analyze and study the contents of skill training curriculum for the Arts and Crafts Program (including Fine Arts and Crafts Program) in Senior High Schools (including Vocational Senior High Schools), with the intention of knowing the skill training curriculum of the Arts and Crafts Program, as well as the industrial community's demand on the abilities of skillful talents. Through interviews with 17 teachers and experts of different industries, and using the method of content analysis, the paper develops and explores the industries and careers relating to Arts and Crafts Program, and the needs of the market. The research results of this study can be provided as a reference for the future development of technical and vocational education. The findings of the study are as follows: 1. Operation skill training curriculum is defined as ＂a curriculum that has to be given to students divided into groups for the sake of public safety and for the convenient use of machines and tools, and requires their actual operation with their both hands, personal participation, practices and making in the internship workshop using the basic knowledge they learned from the skill training curriculum.＂ 2. Ministry-authorized compulsory internship curriculum: ＂Professional practice subjects laying particular stress on cultivation of the basic abilities of students.＂ University-authorized compulsory and selective internship curriculum: ＂Diversified or single-item featured curriculum designed according to the development of various universities.＂ 3. Ministry-authorized internship curriculum should be categorized as practical expertise subjects in order to meet the meaning of internship courses. 4. Categorization of internship curriculum has positive value to the autonomous development of various universities. 5. If a curriculum needs to meet the needs of the market, it should be developed according to the standard of vocational skills. To design a curriculum having the characteristics of school and meeting the needs of the market, Senior High Schools can have contacts and discussion with various industries in different aspects. 6. The curricula that train students to have basic abilities are extremely important to the Arts and Crafts Program. Especially the cultivation of students' skills with core values, the students should be capable to make three-dimensional prototypes. 7. Internship courses being Ministry-authorized subjects: Meeting the needs of advancing to a higher-level school. Internship courses being operation skill oriented: Not meeting the needs of advancing to a higher-level school. 8. Developing curriculum of practical making of three-dimensional objects has a positive influence and is helpful to both the teachers and students of Basic Drawing. 9. The total number of sessions of internship courses is not enough. Internship courses generally incline to be broad, but with no depth. 10. Essential standard items that meet the needs of employment: Standard of vocational skills, technical skills certification, finished products, objectives of curriculum.