A Study of Curriculum Alignment of Food and Beverage Service Techniques

• Main Authors: Jau-Ming Chen, 陳昭銘
• Other Authors: Lou-Hon Sun
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/13200645895566435802

碩士 === 國立高雄餐旅大學 === 餐旅管理研究所在職專班 === 99 === The purpose of the study is to explore the curriculum articulation of Food and Beverage Services and Skills curriculum between vocational high schools and institutes of technology and to investigate the difference level and the content of curriculum overlap by comparing the variable factors of different students’ backgrounds. Later, the results of the questionnaire are employed to interview with teachers so as to look forward to finding out appropriate teaching methods and curriculum content. The conclusions of the research are as follows： 1. As for the present Food and Beverage Services and Skills curriculum and the 2006 Curriculum Guidelines of Vocational High Schools, the proportion of curriculum overlap between 78%~91.6% is quite high. 2. From the view of most students’ transitional cognition of implementation of Food and Beverage Services and Skills curriculum, it shows that curriculum isn’t combined vertically and horizontally. The result leads to a fact that students feel that the content of curriculum isn’t rich enough. Besides, the former learning and later leaning can’t be combined consistently. 3. As for comparing variable of different backgrounds; all the variables have significant difference in curriculum overlap, except for the variable, “grade.” 4. For fear of the waste of teaching resources, adopting “group learning” as a teaching method to make students’ individual learning diverse. 5. Academia-industry collaboration could be designed in the curriculum guidelines so that whether the learning content of curriculum overlap is appropriate is improved and that time and space between learning and teaching could be saved. Key Words: institutes of technology, Food and Beverage Services and Skills curriculum, curriculum articulation