以同步工程策略建構我國技職教育課程發展新模式

A New Curriculum Development Model for Technological and Vocational Education Adopting Concurrent Engineering Strategy in Taiwan, R. O. C.

吳天元(Robert T. Y. Wu) ； 樊學良(Hseuh-Liang Fan)

《高雄師大學報》 16期 (2004/06) Pp. 437-452

https://doi.org/10.7060/KNUJ.200406.0437

摘要

本文同步工程為理論基礎，經分析我國技職教育課程發展的特質與未來趨勢後，建構以同步土程策略為內涵的技職教育課程發展新模式。此模式採科際整合觀點，含括四類課程發展專業團隊：教學單位（教師、學生、家長、社區）、學術單位（學術機構、專業團體所組成的學會及職業訓練中心）、行政單位（教育行政主管、校長、處室主管）、及業界（工會、廠商）。透過研究、發展、執行、評鑑四階段，在課程發展中心協調下，各專業團隊於不同課程發展階段分別統整其它專業團隊提供專業諮詢等即時回饋，直至評鑑為止，如此，方可強化課程發展產出的可執行性。

關鍵字

技職教育 ； 課程發展 ； 同步工程

並列摘要

This paper constructs a new model for developing the technological and vocational education curriculum in Taiwan, Republic of China. By adopting the concepts and theories related to concurrent engineering and considering the characteristics and trends of technological and vocational education, a new curriculum development model is developed. This model involves four developmental stages: research, development, implementation practice, and evaluation. These stages require the cooperation of curriculum development center, instructional groups (teachers, students, parents, and communities), academic groups (academic institution, associations consisting of professional organizations, and vocational training centers), administrative groups (education executives, principals, and chiefs of offices at schools), and the industry sector (associations and factory owners). Every stage in the model requires one of the agencies to be responsible for coordination to assure the feasibility of the developed curriculum.

並列關鍵字

technological and vocational education ； curriculum development model ； concurrent engineering strategy