「專題製作」外在學習成果之內容分析－以第四屆全國高中職小論文競賽為例

Content Analysis on External Outcome of Project Based Learning for Business Management Education: The Example of 2009 Secondary Essay Contest

林美純(Mei-Chung Lin) ； 溫玲玉(Ling-Yu Wen) ； 陳美紀(Mei-Chi Chen)

《技職教育期刊》 3期 (2011/06) Pp. 35-54

https://doi.org/10.6765/JTVE.201106.0035

摘要

99高職課程綱要中的「專題製作」，是教育部特別重視而規範的校訂必修課程，每校至少要修二至四學分，主要精神是整合學生在校所學的專業知能（hard skills）與工作基本能力（soft skills），反應職場所需專業人才的核心工作能力。為提昇全國高中職教師及未來教師之「專題製作」教學創新能力，本研究團隊自2006年以來，結合夥伴關係組織業已辦理全國高中職小論文四屆，從第一屆的28件、第二屆63件、第三屆270件到第四屆的300件，作品的主題也更多元化，顯示現今的高中職學生已擁有更寬廣的視野，並更具備專題製作的能力。本文主要將學生專題製作的參賽作品視為外在學習成果，並進行內容分析，編碼系統包括研究範疇、研究題型、研究樣本數、研究方法、與資料分析技術，研究目的在整理影響專題製作外在學習成果品質的類型，以及可能的改進策略。

關鍵字

專題式學習 ； 外在學習成果 ； 內容分析

並列摘要

Engaging students with project based learning (PjBL) has been the core strategy for Taiwan business education in 2010 secondary curriculum reform, in which each graduated students should take 2-4 credit hours. From the technical rational perspectives, PjBL enhance learning by integrating hard skills and soft skills needed in modern workforce. Therefore, the research team builds partnership and organize secondary essay contest since 2006. Dramatic increasing, students works grow out from their major study from 28 in 2006, 63 in 2007, 270 in 2008, to 300 in 2009. The themes of essay are various blooming creation. Such educational phenomenon indicates that learners in secondary have broadened vision and gain more competencies on PjBL. In this paper, we take works as the external learning outcome and adopt content analysis on 300 works in 2009. Coding schema includes theme category, theme type, research methodology, and data analysis techniques. The purpose is to help us understand the types of problem and the possible quality improvement intervention.

並列關鍵字

Project based learning ； External learning outcome ； content analysis