高職餐旅群「專題製作課程」績優教師教學歷程之個案研究

A Case Study on Efficient Teachers’ Teaching Process of Monograph Course in Hospitality Category Teachers in Vocational High Schools

傅冠蓉(Kuan-Jung Fu)

指導教授 ： 陳紫玲

國立高雄餐旅大學/餐旅學院/餐旅教育研究所/碩士(2013年)

https://doi.org/10.6825/NKUHT.2013.00019

摘要

本研究旨在探討高職餐旅群「專題製作課程」績優教師教學歷程之個案研究。採用深度訪談法，並以餐旅群科中心101年度專題製作競賽獲獎教師進行研究對象，以「高職餐旅群專題製作課程績優教師教學歷程」作為本研究工具，經深度訪談後，撰打逐字稿並加以分析。研究結果在授課教師對專題製作課程之看法，共有下列六點：(一)專題製作課程應開設於二年級，一學期兩學分為主；(二)配課方式，切勿一名教師帶多班專題製作；(三)授課教師對於專題製作的目標，情意大於技能；(四)教師對專題製作課程的看法兩極化；(五)專題製作課程，有效提升學生各項能力；(六)授課教師應參加研習提升自我能力。在授課教師的教學歷程，共有十二項發現：(一)授課教師應妥善規劃課程內容及準備教材；(二)授課教師應有效掌握並執行專題製作進度；(三)分組方式，應尊重學生的意願，並給予適當的建議；(四)妥善安排課程的分配與利用，盡量利用上課時間完成進度；(五)教學策略根據授課情況適當調整；(六)專題製作課程在電腦教室授課，比一般教室來得有效率；(七)每週定時與學生面談，避免進度延宕問題嚴重；(八)專題製作盡量以實地調查或親自操作實驗為主；(九)教學評量的方式應多元化；(十)妥善運用周遭環境的教學資源；(十一)鼓勵學生積極參予相關專題製作比賽；
(十二)授課專題製作的教師，常保持教學的熱誠，積極培養學生能力
　　最後本研究根據結果提出對專題課程規畫及授課教師執行課程之建議，以供未來授課及後續研究參考。

關鍵字

專題製作 ； 教學歷程

並列摘要

The research is to explore a case study on efficient teachers’ teaching process of monograph course in hospitality category teachers in vocational high schools. The research method of the study is in-depth interview, the research subjects are the instructors winning prizes from The Center Study Area of Hospitality-Major Category 101 Monograph Design Competition, and the research tool is the efficient teachers’ teaching process of monograph course in hospitality category teachers in vocational high schools. After in-depth interview, the data are collected and Interviewees' analysis is done. The results show the instructors’ viewpoints and thoughts of monograph course, and it consisted of seven sections. 1. Monograph course should be offered during the second grade and two credits every semester. 2. Instructors must on no account teach a lot of class monograph course. 3. The teaching goal monograph course instructors should achieve is that affective domain precedes psychomotor domain. 4. Instructors have extremely different viewpoints of monograph course. 5. Monograph course can develop and improve students’ manifold abilities. 6. Instructors are supposed to participate in seminars to upgrade themselves. What is more, the results also have 12 major findings on instructors’ teaching process. 1. Instructors ought to design the curriculum well and to prepare the material. 2. Instructors should accomplish monograph course according to schedule. 3. When using grouping method, instructors must respect students’ inclinations and give them proper suggestions. 4. The curriculum should be well arranged, and the instructor completes the teaching on schedule. 5. Instructors have the ability to adjust teaching strategies in accordance with the situation. 6. The efficiency of teaching monograph course in computer lab is greater than that in the classroom. 7. To avoid behind schedule, it is indispensable for instructors to Interview with students weekly. 8. Monograph course is based on field survey together with hand-on experiments as far as possible. 9. Instructional assessment should be diverse. 10. Make good use of the teaching resource around them. 11. Encourage students to attempt monograph-related contest. 12. As a monograph instructor, remember to arouse the enthusiasm of teaching to cultivate students’ abilities.
In conclusion, from in-depth interview to data analysis, the results of the study indicates some proposals on how to draw up monograph curriculum and how to curry out monograph teaching task, which aim not only to advance instructors’ teaching but also to give research references to people conducting researches in the field in the future.

並列關鍵字

Monograph Course ； Teaching Process

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