馬來西亞華文獨立中學高中學生核心能力指標建構之研究

A Study on the Construction of Core Competence Indicators for the Chinese Independent High School Students in Malaysia

林美燕(Bee-Yen Lim)

指導教授 ： 曾淑惠

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/博士(2013年)

https://doi.org/10.6841/NTUT.2013.00533

摘要

本研究旨在建構馬來西亞獨中高中學生核心能力指標。研究目的包括1) 發展獨中高中學生核心能力指標架構；2) 建構獨中高中學生核心能力指標權重體系。為達到以上研究目的，本研究先透過專家訪談以探索獨中教改綱領內涵，同時檢核能力模型使用的適確性。完成以後，另邀請21位專家，針對本研究所套用之能力模型內容，以三次德懷術問卷來整合適用於獨中高中學生之核心能力指標。第一次問卷是將模型中原來的164項指標細目進行適用性篩選工作。第二次問卷則是以likert量表來訂定各項能力指標重要程度及視需要修飾各指標之內容。第三次問卷即針對各項適用之能力指標做最後的認可與整合。為求得專家們對各項能力指標的一致性意見，本研究續以層級分析法計算各項指標的相對權重，最終完成獨中高中學生核心能力指標之建構。
本研究三次問卷全數收回，主要使用EXCEL 2010及SDI套裝軟體中的層級分析AHP功能進行演算與資料分析，研究結果歸納如下：
一、本研究所發展之能力指標架構，第一階層為馬來西亞獨中高中學生核心能力指標；第二階層為動機、人及思維三大面向；第三階層為9組核心能力指標，　這9組是本研究中最具代表意之核心能力指標，包括了：1) 學生之態度傾向；2) 學生自我管理與適應性能力；3) 學生之團體領導能力；4) 學生之團體技能應用能力；5) 學生之溝通交流能力；6) 學生之人際技能；7) 學生之問題解決與決策能力；8) 學生之全球化與多元化心態；9) 學生之策略思考能力。第四階層則為69項能力指標細目。
二、經演算順利求得各指標之權重體系，且各能力指標獲得專家們的一致性認同。

關鍵字

馬來西亞 ； 華文獨立中學 ； 核心能力指標 ； 指標建構

並列摘要

The study aims to construct a set of indicators for the core competence for Independent High School students in Malaysia. The research goals include (1) developing a framework for the core competence of Independent High School students and (2) constructing a comparative system of relative weight for core competence. In order to achieve these research goals, the study first explored the content of the Independent High School education reform agenda through interviews with experts in education, at the same time checking if the competence model employed is appropriate for the study. Afterwards, 21 experts were invited to answer three Delphi Technique questionnaires, which are based on the competence model, in order to select core competence indicators appropriate for Independent High School students. The first questionnaire ranked the original 164 items in the competence model for their appropriateness. The second questionnaire evaluated the importance of each competence indicator by means of Likert scale and adjusted the content of each indicator accordingly. The third questionnaire provided a final check and integration for the competence indicators. The study continued to calculate the relative weight of each indicator through Analytic Hierarchical Process (AHP) so as to present where falls the consensus of experts’ opinions on the competence indicators. After these steps, the construction of the core competence indicators for Independent High School students has been accomplished.
In the study, all the distributed questionnaires were answered and the data were calculated and analyzed by EXCEL 2010 and the AHP function of SDI software. The study results are concluded below:
1. The framework of competence indicators as developed in the study consists of four levels. The first level is the indicators for the core competence of Independent High School students in Malaysia. The second level includes three aspects: motivation, personality, and mentality. The third level is the 9 core competence indicator sets which are the most critical sets for this study. They are: 1) self-management and adaptability; 2) results orientation; 3) interpersonal skills; 4) communication; 5) team skills; 6) team leadership; 7) problem-solving and decision-making; 8) global and diversity mindset; 9) strategic thinking. And the fourth level is the 69 specific items for the competence indicators.
2. A system of relative weight for each indicator has been organized through calculation, and each competence indicator is based on the consensus of experts.

並列關鍵字

Malaysia ； Chinese Independent High School ； core competence indicators ； constructs indicators

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