應用CMMI於改善國民小學書法教學流程

Applying CMMI to Improve Elementary School Calligraphy Instruction Process

曾章欽(Tseng chang Ching)

指導教授 ： 廖岳祥

亞洲大學/資訊學院/資訊工程學系碩士班/碩士(2008年)

摘要

近年來，九年一貫課程語文領域中，受到英文、鄉土語言及電腦資訊加入的影響，因此書法課程受到排擠。為重新找回對書法課程的重視，及提昇教學品質，本研究藉由IDEAL (Initiating, Diagnosing, Establishing, Acting, Learning)模式，導入CMMI(Capability Maturity Model Integration)之組織訓練流程領域，使書法教學流程得以持續改善，並且引發學生學習興趣，進而提高學生學習效率。

依據資策會的導入指引，以CMMI的組織訓練流程領域為指標，著重單一流程領域的導入，並且運用連續式表述模式作為改善流程的架構，以達到CMMI連續式表述模式中流程管理類(Process Management)組織訓練(Organizational Training)流程領域，能力度等級2(Capability Level 2)之要求。

本研究運用書法教學流程改善之成果，擴大CMMI在書法教學流程改善之應用，以作為全面持續改善現行教學流程之準備，進而提高書法教育之水準。

關鍵字

能力成熟度整合模式 ； 組織訓練流程領域 ； IDEAL ； 書法教學

並列摘要

In recent years, due to the influence of English, dialect and computer courses, the calligraphy lessons are interfered in the language and literature field of 1st-9th-grade curriculum in Taiwan. To resume the attention in calligraphy lessons and enhance the quality of teaching, this research applies the IDEAL (Initiating, Diagnosing, Establishing, Acting, Learning) model and the Organizational Training process area of CMMI (Capability Maturity Model Integration) to establish continuous improvement process in calligraphy teaching. Moreover, it can attract the students’ attention in learning and enhance their learning efficiency.

According to the guidelines of Institute for Information Industry (III) in Taiwan, the Organizational Training process area of CMMI in continuous representation is applied to construct the process improvement framework. The objective of this research is to achieve the capability Level 2 of CMMI.

The results of the research in calligraphy teaching process improvement can be used as a reference in improving current calligraphy teaching process, and furthermore enhance the performance of calligraphy education.

並列關鍵字

CMMI ； Organizational Training Process Area ； IDEAL ； Calligraphy Teaching

參考文獻

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