| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育研究所 === 88 === 摘 要
本研究旨在探討我國高職電機電子類專業課程之問題及其解決實務，依日本與我國之文獻探討及八位教師深度訪談，發展出半結構式檢核表，經專家座談修正後，進行兩組焦點團體訪談等方法，取得一致的結果，再經研究之結果及結果之討論，獲得下列七點結論：
一、專業科目數要濃縮，朝整合課程方向統整。
二、配合技職上移化的趨勢，應加強學術基礎能力，可仿照日本增設「數學基礎」與「理科基礎」課程。
三、重視「專題製作」的教材內涵及實作情境，以「專題製作」之主題式整合課程及「專題製作」之創造思考模式來規劃教材，培養學生創造思考、人際溝通、資訊處理，以達到解決實務問題及使用網際網路等各種能力。
四、在教師手冊或各科教學研究會，應擬定分析下列各文件：「單元教材地位分析」、「專業理論與實習教學順序比較表」、「銜接性教材地位分析」及「科目教材地位分析」等，才能達到了解整體性的概念及補救學生不足之處。
五、為了重視各類科工作法，可依5-2-1調整電工實習Ⅰ、Ⅱ教學大綱。
六、高職整合課程概念性學習為未來的趨勢，由於有技職上移化的傾向，故可朝三加二學制整合型課程結構。
七、為了達到整合課程的目標，可參考高職電機電子類整合課程概念架構之建立。
最後本研究根據研究之結果與結果之討論，針對教育部課程發展委員會、課程編修小組、高職學校及教師等五方面提出建議，並對未來的研究方向提出三點建議：
一、建立高職電機電子類課程發展之基本理念、方法、機制與模式。
二、建立高職課程發展之基本理念、方法、機制與模式。
三、建立技職教育各層級平台間之銜接界面模式。
A Study of the Problems and Solutions of Electrical and Electronic Curriculum in Senior Vocational Schools
in Taiwan
By
Shao-Tsu Chu
Abstract
The purpose of this study is to explore the problems and its solutions toward electrical and electronic curriculum of senior vocational schools in Taiwan. By literaturereviewing and depth interviewing, the semi-structure checking list is established. After modifying the checking list with experts, discussing with two focus groups, and researching systematically, the findings of this study are concluded as followed:
1. The professional programs should be synthesized and be integrated.
2. In a wake of some emerging occupations required high education and training requirements, the students who are in senior vocational schools should increase their course working in the core academic subjects, such as mathematics and science, to promote their academic competence.
3. The structure of topic-oriented curriculum and the model of topic-oriented thinking process should be emphasized to facilitate the students’ competence in problem-solving, communication skills and information technology.
4. The analysis of the position of institutional module, the transfer instructional materials and program materials and the instructional order comparative list between professional theory and practice should be arranged in teachers’ teaching manual and in proceeding of teaching conferences or workshops.
5. Based on the table 5-2-1, the existed teaching guideline of electrical practice I, II should be adjusted to function better.
6. Trends in integrated curricula in senior vocational schools and in two years after high school are prevailed.
7. The framework of integrated electrical and electronic curriculum could be referred to plan the suitable programs.
In addition, this study also provides the suggestions for Ministry of Education, the Committee of Curriculum Development, the Curriculum Editorial Tram, the administrations of senior vocational schools and teachers. At the same time, this study suggests three themes that should be continued to study in the future. They are:
1. to establish and to develop the concept, method, mechanism and model of electrical and electronic curriculum in senior vocational schools;
2. to redefine the concept, method, mechanism and model of senior vocational schools’ curriculum;
3. to build up the linkage among technological and vocational education at whatever level or stage.
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