我國職業學校課程發展之研究

A Study of Curriculum Development for Senior Vocational Schools in Taiwan

廖興國(Hsin-Kuo Liao)

指導教授 ： 饒達欽

國立臺灣師範大學/科技學院/工業教育學系/博士(2012年)

摘要

本研究旨在探討「95群科課程暫行綱要」及「99群科課程綱要」之職業學校群科課程發展，經由文件分析法、比較研究法以及半結構訪談等方法，其研究目的為：一、探討職業學校課程綱要制訂過程與演變。二、探討我國職業學校群科課程發展內在與外在因素。三、分析我國職業學校課程綱要之政策理念。四、建構我國職業學校課程發展模式。
本研究獲致結論如下：一、職業學校課程綱要的演變以領域統整為脈絡。二、職業學校課程政策理念從技職一貫到學校本位課程。三、職業學校課程發展與決定的影響因素：可分為外在因素及內在因素兩大部分，在外在因素部分主要有「全球化趨勢」、「社會環境變遷」、「產業界的需求」以及「高等技職教育的擴增」4個關鍵因素；內在因素部分可分為「職業學校的定位與轉型」、「教育政策的支持」及「學校教師的需求」3個關鍵因素。四、以「課程鬆綁」政策引導，形成職業學校課程決定的內容。五、課程發展組織調和了「由上而下」與「由下而上」的行政模式。六、職業學校課程發展體系的形成。七、我國職業學校課程發展模式與泰勒及史克北的目標模式相當類似。
本研究依據研究發現與結論，分別就中央主管教育行政機關、推動課程綱要及後續相關研究三個部分提出建議，提供職業學校課程規劃與課程研究之參考。

關鍵字

職業學校 ； 課程發展 ； 職業學校群科課程綱要

並列摘要

The purpose of this study is to look at the decision-making behind curriculum development in vocational schools covered in the “2006 Provisional Curriculum Guidelines” and “2010 Curriculum Guidelines”. Analysis of documentation, comparative study, and semi-structured interviews methods are used to analyze the data. The purpose of this study is as follows：
1.Exploring the vocational school syllabus development process and evolution.
2.Analyzing the factors of vocational schools syllabus development process.
3.Analyzing the policy ideals of the vocational school syllabus development.
4.Constructing the model of the vocational school curriculum development.
The results of this study indicat that:
1.The evolution of vocational school curriculum guidelines is based on the integration of disciplines.
2.The policy thinking behind vocational school curriculum applies to technical and vocational disciplines right through to school-based curriculum.
3.The factors affecting the decision-making behind vocational school curriculum are mainly internal and external. The external factors are mainly the following four key ones: the trend towards globalization, changes in the social environment, the demands of industry, as well as the expansion of technical and vocational disciplines in higher education; The internal factors are the following three key ones: the location and transformation of vocational schools, the support given by educational policies, and the needs of school teachers.
4.Formulating the content of vocational school curriculum decision-making guided by the flexibility of the curriculum.
5.The curriculum development organization came up with an administrative model that blended both“from top to bottom” and “from bottom to top” to formulate a structure for curriculum development for vocational schools.
6.The developmental model for vocational school curriculum in Taiwan is very similar to the target model developed by Tyler and Skilbeck.

並列關鍵字

Senior Vocational Schools ； Curriculum Development ； Curriculum Guidelines Regarding Departmental Education Clusters at Senior Vocational Schools

參考文獻

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