臺灣普通型高級中等學校生涯發展教育評估指標建構之研究

Research on the Construction of Career Development Education Indicators for Regular Senior High School in Taiwan

張明敏(Ming-Min Chang)

指導教授 ： 顏國樑

國立清華大學/竹師教育學院/教育與學習科技學系/博士(2020年)

摘要

本研究旨在探討普通型高級中等學校生涯發展教育評估指標之內涵，同時建構普通型高級中等學校生涯發展教育評估指標與其權重體系，以落實十二年國教適性揚才、成就每一個孩子的理念，希望能讓現今普通高中學校生涯發展教育之推動可以發揮成效，更符合學生適性學習與適性發展。
本研究設計以蒐集國內外文獻和政策現況分析方式，透過專家訪談結果修正指標內涵，在實證研究方面，針對學者專家、教育行政人員、實務工作者、教師等進行相關德懷術問卷與層級分析問卷之調查，依據收集之資料進行統計分析，最後採用Expert Choice 11 套裝軟體進行分析，建構出總體指標之權重體系，並且獲致研究結果如下：
一、建構普通型高級中等學校生涯發展教育評估指標內涵，包括「課程教學與評量」、「師資素質與精進」、「行政規劃與執行」、「學生學習與輔導」、「家長參與及支持」與「校系與職涯探索」等六個層面與三十六個項目指標。
二、普通型高級中等學校生涯發展教育評估指標層面之權重，其重要性依序為「學生學習與輔導」（32.1％）、「課程教學與評量」（26.2％）、「師資素質與精進」（21.2％）、「行政規劃與執行」（10.5％）、「校系與職涯探索」（6.0％）與「家長參與及支持」（4.0％）。
三、「學生學習與輔導」為最高權重層面，並以「教師能幫助學生瞭解個人興趣、性向、能力、特質、價值觀、生涯態度和信念。」為該層面整體權重最高指標。
四、「課程教學與評量」為次高層面，並以「學校能聘用合格生涯規劃資格之教師。」為該層面權重最高指標。
五、「師資素質與精進」層面，以「教師能以學生為中心，根據學生個別差異，進行適性教學。」為該層面權重最高指標。
六、「行政規劃與執行」層面，以「學校能設置生涯輔導組織與落實生涯輔導計畫。」為該層面權重最高指標。
七、「校系與職涯探索」層面，以「學校能鼓勵學生探索大學學群學習內涵和未來發展。」為該層面權重最高指標。
八、「家長參與及支持」層面，以「學校能透過生涯教育的推廣，鼓勵家長協助孩子進行生涯探索，建立生涯規劃的能力。」為該層面權重最高指標。
最後，就研究結果分析與討論，分別對教育行政機關、學校以及未來研究提出具體建議，以供政府制定相關政策之參考，並期望教育行政機關在推動普通型高級中等學校生涯發展教育工作時之實踐參考。

關鍵字

生涯發展教育 ； 指標建構 ； 德懷術 ； 層級分析法 ； 普通型高中

並列摘要

The purpose of this study is to examine the contents of career development education indicators for general senior high school in Taiwan, and to establish a weighting system for it, in order to implement the concept of the National 12-year Basic Education, “Every child will achieve their goals: talent-praising and life-long learning”. The aim is to ameliorate the promotion of career development education in general high schools effectively, so to be in accordance with students’ adaptive learning and development more.
The design of this research was to collect domestic and international literature, analyze the current policy situation, and revise the content of the indexes through expert interviews. The empirical research utilized relevant Delphi technique questionnaires and hierarchical analysis for academic experts, education administrators, practical workers, teachers, etc. The collected data from the questionnaires were statistically analyzed through the Expert Choice 11 software package, and were used to construct a weighting system for the overall indexes. The findings are as follows:
1. The content of career development education indicators for general senior high school is constructed, which includes 6 levels, “Curriculum Teaching and Evaluation”, “Teaching Quality and Improvement”, “Administrative Planning and Implementation”, “Student Learning and Mentoring”, “Parental Participation and Support”, and “School Department and Career Exploration”, as well as 36 item indexes.
2. The weights of the levels of career development education indicators for general senior high school are weighted with the order of “Student Learning and Mentoring” (32.1%), “Curriculum Teaching and Evaluation” (26.2%), “Teaching Quality and Improvement” (21.2%), “Administrative Planning and Implementation” (10.5%), “School Department and Career Exploration” (6.0%), and “Parental Participation and Support” (4.0%).
3. “Student Learning and Mentoring” is the highest weighted level, and the highest weighted item index of this level is “Teachers can help students understand their personal interests, sexuality, abilities, traits, values, career attitudes, and beliefs.”.
4. “Curriculum Teaching and Evaluation” is the second highest weighted level, and the highest weighted item index of this level is “Schools can hire teachers with eligible career planning qualifications.”.
5. The level of “Teaching Quality and Improvement” has “Teachers can have students as the focus and conduct appropriate teaching according to students’ individual differences.” as its highest weighted item index.
6. The level of “Administrative Planning and Implementation” has “Schools are able to establish career counseling organizations and implement career counseling programs.” as its highest weighted item index.
7. The level of “School Department and Career Exploration” has “Schools can encourage students to explore the content of learning and future development of the college community.” as its highest weighted item index.
8. The level of “Parental Participation and Support” has “Schools can encourage parents to assist their children in their career development through the promotion of career education.” as its highest weighted item index.
Finally, based on the analyzed results and discussion of the research, concrete suggestions were made as reference to the educational administrations, schools and future studies for the government to formulate relevant policies, with the hope that the educational administrations would refer to this study’s findings when practicing promotion of the career development education for general senior high schools.

並列關鍵字

career development education ； index construction ； hierarchical analysis ； regular high school

參考文獻

王玉珍、吳麗琴（2009）。大一生回顧升學生涯抉擇與生涯適應之脈絡相互影響模式探究。中華輔導與諮商學報，25，39-79。

吳瓊洳（2008）。多元文化課程評鑑指標之建構——以新臺灣之子學校課程為例。花蓮教育大學學報，27，85-106。doi: 10.7073/jnhue.200812.0085

尚憶薇（2010）。以合作學習理論應用於適應體育課程。大專體育，106，56-60。

林吟霞（2010）。自主學習取向之適性課程與教學研究：臺灣小學與德國小學「方案教學」個案比較。課程與教學季刊，13（3），47-76。

金樹人（1991）。職業興趣與人格之關聯性研究。教育心理學報，24，97-115。