| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 97 === Abstract
The purpose of this study is to explore the vocational high school curriculum competencies of “Project Practice,” the industrial machinery division orientation. The study will be accomplished in four phases: First, a study of the theories’ basis by investigating the construction of literary reviews. Second, interviews will be conducted with mechanical professionals in order to compile the initial questionnaire of Delphi Method, those, then, will be examined by experts. And finally, questionnaires will be administered to the experts with Delphi Method three times.
The study sample selection is: members of the corporate world (6), vocational high school teachers (6) and institute professors (5), for a total of 17 people. The results of the curriculum competencies of “Project Practice” of machinery division orientation are analyzed by Median, Average Deviation, Standard Deviation, and Kolmogorov-Smirnov One Sample Test. The major areas of interest are:
1. The aspects of the vocational high school curriculum capability index of project practices, the industrial machinery division orientation totally constructed “the capability of arrangement process”, “the capability of professional mechanical cognition”, “the capability of mechatronics”, the competence of the cognition of professional mechanical design”, “the capability of drawing”, “the capability of machining technique”, “the capability of mechanical measurements”, “the capability of product assembly”, for a total of eight capability indexes.
2. The aspects of developing the vocational high school curriculum competence in regard to project practice, the industrial machinery division orientation completely achieve seven knowledge components and thirty-eight knowledge items in “the competency of arrangement process”; five knowledge components and fifteen knowledge items in “ the competency of professional mechanical cognition”; one knowledge components and three knowledge items in “the competency of mechatronics”; three knowledge components and eighteen knowledge items in “the competency of professional mechanical cognition”; three knowledge components and twenty-three knowledge items in “the competency of drawing” ; four knowledge components and twenty-two knowledge items in “the competency of machining technique”; one knowledge component and four knowledge items in “the competency of measurement technique”; one knowledge component and four knowledge items in “ the competency of assembling product”; for a total of one hundred and twenty-eight knowledge items. Analyze and compare the different background variables of experts who will have diverse views of capability index and curriculum competencies of project practice for the industrial division orientation. The aspects of differences are revealed by Kruskal-Wallis One-Way Analysis of Variance by ranks, for a total of eight capability index, twenty-five knowledge components and one hundred and twenty-eight knowledge items. There is not significant difference in other evaluations. The result illustrates non-difference of the experts’ opinions.
According to the previous studies, the researchers identify specific suggestions as the data for the mechanical engineering department of vocational high school in developing curriculum competencies of project practice for the industrial machinery division orientation.
Key words: vocational high school, the mechanical engineering department, project practice, industrial orientation, curriculum competency.
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