摘要
在職檢察官學習需求及學習障礙因素之研究－ 以臺灣高雄地方法院檢察署為例 指導教授：胡夢鯨 博士 學 生：張貽琮 摘 要 本研究旨在探討高雄地檢署在職檢察官（以下簡稱在職檢察官） 之學習需求與學習障礙因素及其間之關係，研究目的如下： 一、分析在職檢察官之工作現況、學習環境與學習問題。 二、探討在職檢察官之學習需求。 三、瞭解在職檢察官之學習障礙因素。 四、探討在職檢察官學習需求及學習障礙因素間之關係。 五、依據研究結果提出具體建議，以供檢察機關設計、規劃相關課程 及檢察官參與學習時之參考。 本研究採用質性研究法，以訪談方式對7位在職檢察官進行個案 研究，獲得以下結論： 一、在職檢察官之學習需求，主要函蓋專業領域、語文、保健、理財、 育兒、旅遊、人際溝通、電腦資訊等八大面向，但仍以專業需求最為迫切；至家中有小孩之檢察官，專業需求、育兒知識則同為迫切之學習需求。 二、在職檢察官之學習障礙因素，主要有時間、生理、家庭、金錢等「個人因素」及課程不實用、講師授課不佳、誘因太少、行政刑法過多及進修法令未臻完善等「非個人因素」。其中「個人因素」以「時間」因素影響最大；「非個人因素」則以「誘因太少」影響最大。 三、將相關與檢察官較無關之行政業務回歸行政機關自行處理，即可 使在職檢察官於工作之外，有多餘時間參與學習活動；且誘因太少之 學習障礙除去後，即能創造學習需求。 關鍵字：學習需求、學習障礙
並列摘要
The study on the learning needs and the factors of learning obstacles on the employed prosecutors – taking examples of Taiwan Kaohsiung District Prosecutors Office Advisor: Dr. Meng-Ching Hu Student: Yi-Zang Chang Abstract This study is to outline both the needs and barriers to adequately instruct individuals who are determined to be employed with the District Prosecutor’s office; specifically with the Kaohsiung District Prosecutor’s Office. At the District Prosecutor’s office there are seven individuals who are referred to as “In-service Prosecutors” and these individuals require focus on what the position entails. To assist the prosecutor in developing the skills to successfully continue a number of issues need to be examined: First: analysis of the working prosecutor. Will this individual be suitable for the position; this along with the learning environment and any additional skills required to assist the candidate in becoming more capable of handling the position being offered. Secondly: Each candidate needs to have mastery learning to maintain their abilities both now and in the future. It needs to be determined which methodology the learner is more comfortable with. Thirdly: Each candidate has the ability to learn and to improve themselves. Some will need additional course work others require more intense intervention. We need to determine what the learning barriers are for the candidate and what can be done to ensure they have a full working knowledge and aptitude for comprehending the service the prosecutor provides. Fourth:In keeping with the above points each candidate has levels of comprehension. Although remediation is available there will be some issues in which more direct interventions will be needed. We need to determine the differing learning needs of each candidate and what will cause the candidate to meet with success rather than failure. The last study will use qualitative research methodologies to make specific recommendations for the Prosecutorial authorities to design related courses to assist candidates in greater understanding of their responsibilities in this field. We have had found the requirement of the following conclusions as below. First:The learning needs of the candidate “In-Service Prosecutor” covers eight areas: 1. Expertise 2. Language 3. Health care 4. Financial management 5. Child care 6. Tourism 7. Communication 8. Computer information Although each of the above is of great importance there is also an urgent need and professional requirement in the lines of children. The candidate having children gives them a unique view of family dynamics and the needs of families. Secondly: In-service prosecutor’s learning barriers include personal factors and non-personal factors. Personal factors include time limits, physical challenges, family interactions, and money. Non-personal factors include non-practical school courses, some lecturer’s poor teaching skills, lack of learning incentives, excessive administrative criminal law, and incomplete provisions of continuing education. The most important personal factor is time limits. And the most important non-personal factor is the lack of course incentives. Thirdly:To allow the prosecutor sufficient time to do his/her task in a reasonable amount of time it is necessary to re-allocate paper work to those responsible individuals who should be doing it and have passed superfluous material onto the over worked prosecutor. It is necessary to increase the incentive to the prosecutor, and indeed to others in similar situations, to entice them to continue their education in their chosen vocation. Key-words：the learning need, the learning obstacle