餐飲服務技術課程銜接探究

A Study of Curriculum Alignment of Food and Beverage Service Techniques

陳昭銘(Jau-Ming Chen)

指導教授 ： 孫路弘

國立高雄餐旅大學/餐旅學院/餐旅管理研究所在職專班/碩士(2011年)

https://doi.org/10.6825/NKUHT.2011.00001

摘要

本研究旨在探究當前技專校院餐飲服務技術課程實施時，和高中職餐飲服務技術課程銜接情形，並比較不同背景學生之變項因素，來探討課程學習重疊之差異程度及內容。再將問卷得出之結果，與授課教師作一訪談，盼能找出適切的教學方法與課程內容。其相關研究結論如下:
1.目前技專校院餐飲服務技術課程與高中職95課程綱要，課程實施重疊比重頗高，介於78.0%~91.6%之間。2.多數學生對餐飲服務技術課程實施的銜接認知來看，並沒有將課程縱橫緊密的結合為一，造成學生對課程內容感受不夠豐富外且無法前後學習達成一貫。3.在比較不同背景變項上，除「年級」之外，其餘變項均對課程重疊有顯著差異存在。4.建議採取「分組教學」法，讓學生個別學習差異化，以免造成教學資源浪費。5.餐飲服務技術一貫課程綱要設計上，可多與業界配合操作，並改善學生學習時課程內容是否銜接重疊合宜，以節省師生間施與受之時間和空間。
關鍵詞: 技專校院，餐飲服務技術課程，課程銜接

關鍵字

技專校院 ； 餐飲服務技術課程 ； 課程銜接

並列摘要

The purpose of the study is to explore the curriculum articulation of Food and Beverage Services and Skills curriculum between vocational high schools and institutes of technology and to investigate the difference level and the content of curriculum overlap by comparing the variable factors of different students’ backgrounds. Later, the results of the questionnaire are employed to interview with teachers so as to look forward to finding out appropriate teaching methods and curriculum content. The conclusions of the research are as follows： 1. As for the present Food and Beverage Services and Skills curriculum and the 2006 Curriculum Guidelines of Vocational High Schools, the proportion of curriculum overlap between 78%~91.6% is quite high. 2. From the view of most students’ transitional cognition of implementation of Food and Beverage Services and Skills curriculum, it shows that curriculum isn’t combined vertically and horizontally. The result leads to a fact that students feel that the content of curriculum isn’t rich enough. Besides, the former learning and later leaning can’t be combined consistently. 3. As for comparing variable of different backgrounds; all the variables have significant difference in curriculum overlap, except for the variable, “grade.” 4. For fear of the waste of teaching resources, adopting “group learning” as a teaching method to make students’ individual learning diverse. 5. Academia-industry collaboration could be designed in the curriculum guidelines so that whether the learning content of curriculum overlap is appropriate is improved and that time and space between learning and teaching could be saved.
Key Words: institutes of technology, Food and Beverage Services and Skills curriculum, curriculum articulation

並列關鍵字

institutes of technology ； Food and Beverage Services and Skills curriculum ； curriculum articulation

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