德國中等職業學校群科設置及其國家層級課程發展

Division of Study Fields and Curriculum Development for Secondary Vocational Schools at the National Level in Germany

張嘉育(Chia-Yu Chang) ； 黃亞君(Ya-Chun Huang)

《教科書研究》 12卷3期 (2019/12) Pp. 31-58

https://doi.org/10.6481/JTR.201912_12(3).02

摘要

本研究探討德國後期中等職業學校之群科設置及國家層級課程發展，尤其針對其課程綱要與培訓綱要的發展機制與歷程，採用比較教育研究法之描述、解釋、並列與比較四個步驟，獲得發現並提出建議。發現如下。就業導向職校以培訓職業為設置單位；升學導向職校採學群設置。培訓職業劃分精細，職種逾500個，學群分類設有6學群，20個重點。就業導向職校課程發展遵循聯邦法或邦法，升學導向職校則皆依據邦法。培訓職業依產業技術與社會發展修訂，以培訓規範確保教育品質。二元制培訓職業課程發展由行業公會啟動，跨部會與產業夥伴參與，其他職校課程發展則由邦教育部啟動，教師參與。就業導向職校課程發展重視職場與學校學習內容的橫向銜接，升學導向職校強調教學現場實驗與社會公聽回饋。就業導向職校課程以工作任務主題設計，呈現專業知能綜整應用與跨學科學習。

關鍵字

德國職業教育 ； 群科設置 ； 課程發展

並列摘要

This study investigated the division of study fields and curriculum development for secondary vocational schools at the national level in Germany. Using the comparative research method, the following findings were obtained. First, employment-oriented vocational school programs use training occupations as basic units, offering more than 500 training occupations, whereas academic-bound vocational schools provide six specialized study areas. Second, the employment-oriented curriculum is governed by laws of the Federation or the Länder, whereas the academic-bound curriculum's development is governed by Länder laws. Third, the curricula for training occupations are updated according to industrial technology and social development and the training regulations are made to ensure education quality. Fourth, the curriculum development of dual-system occupations is initiated by industry associations and participated in by competent bodies. As for other vocational schools, the curriculum development is initiated by the Länder and participated in by schoolteachers. Fifth, the employment-oriented curriculum development emphasizes connecting the working world and schools' learning content. By contrast, the academic-bound curriculum development underlines the feedback from school-site tests and social public opinion. Sixth, the curriculum design for employment-oriented vocational schools adopts the theme of a ＂learning field,＂ featuring comprehensive, applied, and interdisciplinary learning. Finally, this study discusses some implications for Taiwan secondary vocational education.

並列關鍵字

German vocational education ； division of study fields ； curriculum development

參考文獻

黃亞君、張嘉育（2019）。升學與就業導向併存之德國後期中等職業教育分化課程探究。課程與教學季刊，22（3），123-150。

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Ertl, H. (2002). The concept of modularisation in vocational education and training: The debate in Germany and its implications. Journal Oxford Review of Education, 28(1), 53-73.

Jacob, M., & Solga, H. (2015). Germany's vocational education and training system in transformation: Changes in the participation of low-and high-achieving youth over time. European Sociological Review, 31(2), 161-171.

教育部（2018）。高級中等以下學校課程決議會決議大會107年度第100次會議紀錄。取自https://ccess.k12ea.gov.tw/view-meeting.php?function=view&id=590