The Comparison of Industrial Curriculum between Taiwan Senior Vocational School and Japan Upper Secondary School

• Main Authors: CHANG, Chia-Sui, 張嘉穗
• Other Authors: RAU, Dar-Chin
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/30020465226838407563

碩士 === 國立臺灣師範大學 === 工業教育學系 === 95 === The purpose of this research was to explore the similarities and differences of industrial curriculum in Taiwan’s and Japan’s senior high schools.This research focused on the curriculum histories, backgrounds, objectives, curricular structures, and its relative subjects. Literature review and educational comparative method were used for the advanced analysis. The main conclusions are as follows: 1.From the historical and background aspects, both of nations are similar in the developmental approaches,the backgrounds,and the administrative conducting procedures. Several differences are indicated that the reform stage for Taiwan’s curriculum-making usually later than Japan’s, and also in the procedures of formulation and the compartmentation of the limits of empowerment for schools. 2.From the curricular objectives aspect, their curricular objectives of these two nations are made and conducted by the supreme offices. Both of them emphasize the occupational knowledge and business ethnics for curriculum. Besides, both of them also pay special attention to the career development of students. While in the industrive objectives, we find that both of their transitions are from practical skills to the general basic abilities, and they all have the definitions from the whole objectives to the individual concrete objectives.However, Japan’s curriculum show better articulation and cooperation with industries, but each one has their own characteristics. 3.From the curricular structures aspect, they are all focused on the flexible design of the structures which indicates the transition from enforcing students to register, to encourage student to choose by themselves. Besides they both have the requisitions of the minimum graduation credit hours. And the proportions of practical subjects both of them are gradually decreased. The differences have been shown on the distributions and the amounts of credit hours. In addition, in Japan, there are two kinds of curriculum,i.e., structure A and B, kind A is suitable for job employment, kind B is suitable not only for employment but also for entering higher education. 4.From the courses made of curricular subjects aspect, both of them are similar in the development by the period and the objects. The differences are in their chosen scope, the names and the numbers of subjects. Besides the apparently different is that there are four types of basic subjects in Japan provided for students to choose, according to their interests and needs. According to the above findings, some suggestions are listed as follows for reference: 1. For our curriculum histories, backgrounds: This research suggests the curriculum designers shold have foresight to observe the advanced countries’ curriculum innovations, and also consider the demands for industrial manpower for our country. Additionally, we can refer to the school-based curriculum which has been acted for a long time in Japan to assist new curriculumplanning and implementation successfully. 2. For our curriculum objectives This research suggests the curriculum designers must value the unity of linking, and to strengthen the cultivation of students’ basic ability, problem solving ability, and creative ability, etc.. 3. For the curricular structures This research suggests the empowerment for schools to set their own curricula. To refer to particular A style and B style curriculum of Japan, to make schools and students could choose compatible curricula. Besides, the arrangement of decreasing the credit number of graduation. And open up the more selection subjects of school required or provide more optional subjects. 4. For the curricular subjects (1)This research suggests the curriculum designers should provide more general education subjects for schools choosing, and to emphasize these subjects of healthy and household management.By the way, we can add the subject of calligraphy to keep the quintessence of Chinese culture. (2)This research suggests the curriculum designers can refer to Japan’s technical subjects to value the basic subjects.From this way ,when we administer school-based curriculum,the school will know what is basic and what is technical subject.