| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育學系在職進修碩士班 === 100 === The purpose of this study is to investigate the Electrical Engineering Department teachers’ views on the design and implementation of school-based curriculum within 2010 Curriculum Framework for vocational high schools. The study adopts literature review and questionnaire survey. First, the literature review proceeds from the 2010 Curriculum Framework, school-based curriculum and the Electrical Engineering Department-based curriculum design layouts. Then, the questionnaire is compiled and carried out the stated purpose to four areas, north, central, south, and east, nationwide in Taiwan.
The major instrument of this study is the complied questionnaire sent to teachers from the Electrical Engineering Department in 38 public and private vocational high schools. The valid returned questionnaires are 275 copies. The data is analysed and discussed by means of frequency percentage, means, standard deviation, t-test, single factor analysis of variance and so on. The followings are the conclusion of this study:
1. Most of Electrical Engineering Department teachers know the relevant parties involved in the design of the the school-based curriculum.
2. The inclusive of industrial representatives, community members and representatives of Parent Teacher Association (PTA) in curriculum design should be strengthened.
3. The Electrical Engineering Department teachers are willing to participate in school-based curriculum design.
4. The teaching resources and facilities required for the school-based curriculum need to be reinforced.
5. The school-based curriculum still puts more emphasis on students’ academic performance.
6. The Electrical Engineering Department teachers in private schools have more positive comments on the design and implementation of school-based curriculum within 2010 Curriculum Framework than those in public schools.
7. There is no significant differences among Electrical Engineering Department teachers from different schools, teaching experience, educational background and qualifications in terms of the views on the design and implementation of school-based curriculum within 2010 Curriculum Framework.
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