工業配線職類丙級技術士『學、術科技能檢定九十二年試題規範』適切性之研究

• Main Author: 陳煥榮
• Other Authors: 梁滄郎
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/94168583802819404025

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 92 === This study was aimed at discussing the adequacy of the 2003 Class C Industrial Wiring Skill Test. Based on the experiences and valuable opinions of experts, scholars, researchers and teachers of both vocational schools and senior high schools, this study analyzed the collected data and made them meaningful. Through extensive literature review, this study thus explored the related specifications of skill tests and the contemporary licensing system. Also, this study examined the licensing systems of the more advanced countries, such as America, Japan, Germany, Belgium and Netherlands to devise the Delphi surveys. With the comments of the professionals, researchers and teachers on the adequacy of the 2003 Skill Test, this study made some revisions on the Delphi survey. This survey is fivefold: the content of the skill tests, the degree of necessity of related knowledge, the most important item among the related knowledge, the content of the written tests, and the administration of the skill tests. There were 27 subjects, including industrial wiring design professionals, industrial experts, technicians and teachers from high schools and vocational schools. The investigation was carried out three times, each of which would include the statistic results of the previous one. In addition, the subjects were consulted directly through interviews, telephone or e-mail, asking them to reconsider their answers if their opinions contrast with the majority. The collected data were discussed and analyzed qualitatively. Finally, this study reached a conclusion as follows. (1) With regard to the content of the skill tests, most subjects generally considered it necessary that the equipments should be diversified. (2) The use of the tools and the related knowledge: it is suggested that IEC standardized icon system should be added to the item of icon recognition. (3) Among the six test specifications, the ratio of the individual test item should be properly rearranged. (4) It is suggested that the content of the academic tests and the administation of skill tests should be maintained by the Bureau of Vocation Training which has done for years. It is hoped that the conclusion would provide some implications and references for the future revision of tests and test specifications