我國高職車輛與環保課程內涵之建構

The Establishment of the Curriculum of Vehicle and Environmental Protection in Industrial Vocational High School

程榮凱

指導教授 ： 許良明

國立臺灣師範大學/科技學院/工業教育學系在職進修碩士班/碩士(2001年)

摘要

無資料

關鍵字

動力機械群 ； 環境教育 ； 3R ； 課程

並列摘要

The purpose of this study was to develop a course guideline of “Vehicle and
Environmental Protection” in industrial vocational high school in Taiwan.
A modified Delphi technique was selected for use in this study. The modified Delphi
technique is similar to the full Delphi in terms of procedure (i.e., a series of rounds
with selected experts) and intent (i.e., to predict future events and to arrive at
consensus). A 32- member Delphi panel were asked to participate in the study. and a
steering committee and a three rounds of the modified Delphi technique were
conducted to this study. The steering committee first categorized the teaching
units/items according to the Bloom's taxonomy of educational objectives and 9
teaching units and 36 specific items were organized into a draft survey instrument.
Then, through a three rounds the process is designed to yield consensus.
For each item, standard deviation were calculated as measures of dispersion and
median and mean scores were calculated as measures of central tendency.
Based on an analysis of the findings of this study, the following conclusions were
made:
1. The framework of course guideline for “Vehicle and Environmental Protection” in
industrial vocational school included three dimensions: (a)teaching objective
(b)curriculum planning outline and (c)teaching units/items.
2. Based on the finding that 40 of the 44 items (90.91%) received final mean ratings
within the interval of 2.400 to 2.999 on third rated of importance, it was concluded
that teaching items in this research study for “vehicle and environmental
protection” course guideline are necessary and important. Although the other four
items ranked lower, they received mean ratings which substantiated a moderate
degree of importance.
3. The ten highest rated teaching items were, (1)know 3R, (2)know the sources and
varieties of vehicle emissions, (3)know the sources and varieties of vehicle waste
oil, (4)wastes treatment and reuse, (5)refrigerant recycling, (6)know the
alternative vehicle, (7)air pollution sorurce, (8)sources and varieties of vehicle
wastes, (9)know the recycling-parts of the vehicle, (10)meaning and significant of
environmental protection.
4. Based on the results of independent t-test that there was no significant effect
(p>0.05) in the eight teaching units between groups.

並列關鍵字

power mechanical cluster, ； environmental education, ； 3R ； curriculum.

參考文獻

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險認知調查。行政院環境保護署研究計畫成果報告。

蔡孟宜（民89）。大學生環境認知、態度與行為相關研究─以逢甲大學為