[[alternative]]A Study on Evaluation of Knowledge Management Competencies of Senior Vocational High School Teachers

博士工業教育與技術學系[[abstract]]二十一世紀是「知識的世紀」，非常強調一種有別於傳統經濟，且其直接建立於「知識」與「資訊」的激發、擴散和應用之上的經濟。然而如何有效的推動，除了個人自我努力進修外，實賴教育上有系統、有組織，才能達到傳道、授業、解惑的功能。 本研究以高級職業學校教師知識管理能力為例，首先探討知識管理的概念與內涵為：(一)知識管理注重人才資本；(二)知識管理注重整個程序運作；(三)知識管理的目標在促進組織的生產與創新；(四)知識管理工具必須使用資訊技術。進而瞭解知識管理的架構須具備：(一)提昇組織知識管理運作能力；(二)提昇知識工作者的能力；(三)建立分享及學習的機制；(四)善用知識工具即資訊技術；(五)不斷的創新以豐富知識內容；(六)建立知識管理整體運作流程；(七)建立知識管理評鑑系統。接著分析知識經濟發展下高級職業學校的角色、高級職業學校教師能力需求的重新定位。然高職教師知識管理須具備何種能力，文獻分析計有(一)語文能力(二)教學能力(三)班級經營能力(四)資訊技術能力等四項能力，為深入瞭解目前高職教師知識管理能力現況，依上述四項能力設計問卷來加以評鑑。 最後透過立意抽樣法對高職教師分發問卷，依回收數進行差異性分析、類型K-means分析等資料加以處理及統計分析。再依分析結果，作適度建議，供相關單位參考。 本研究結果，其具體建議如下述六項： (一)應加強高職教師充分瞭解知識管理之內涵。 (二)應加強高職教師充分瞭解知識管理之架構。 (三)應加強培養高職教師語文能力，而運用語文素養，提昇教學能力，使學生能面對全球化及競爭力的社會需求。 (四)應持續提昇高職教師教學能力，在高職六大類教育體系下，教育當局仍需持續擬妥提昇其能力，以提昇教育品質。 (五)應加強高職教師有效之班級經營能力，以提昇「領導」與「管理」之績效。 (六)應加強高職教師資訊技術應用能力，以利教學資源整合，教學技術之提昇。 (七)教育主管當局及學校行政單位對特殊對象應列為優先調訓對象，以提昇人力資源達到精緻教育之目標。[[abstract]]The 21st century is the “Knowledge Century.” Apart from the conventional idea of economics, the new type of economics emphasizes excitation, expansion and application of “Knowledge” and “Information.” To effectively maneuver knowledge, in which self-learning is considered as a viable option, we need a systematic and well-organized education system being capable of imparting principles, conveying expertise and resolving puzzle functionalities. This study, by taking example of senior vocational high school teachers’ knowledge-management competencies, started with an analysis of the following concepts and principles: (1) knowledge management based on human-resource assets; (2) knowledge-management based on total operational procedures; (3) knowledge-management shall aim at boosting the productivity and innovation of the organization; (4) utilization of information technology. A knowledge-management framework is comprised of: (1) Enhancing organizational knowledge-management competencies, (2) Enhancing the competencies of professionals in this field; (3) Building up mechanisms with sharing and learning, (4) Utilizing knowledge tools to create information technology, (5) Continuously innovating to enrich content of knowledge, (6) Setting up integrated knowledge-management operating procedures, (7) Setting up knowledge-management evaluating systems. The study then turn to analyze the role played by senior vocational high schools and re-definition o teachers’ competencies in vocational schools. As for what specific competencies are required for the knowledge-management of a senior vocational high school teacher, existed documents indicate four: (1) Language competencies, (2) Teaching competencies, (3) Class management competencies, and (4) Technology competencies. In order to have comprehensive understanding of the present status of senior-high vocational teachers’ knowledge-management competencies, a teacher appraisal was carried out by distributions of a questionnaire designed on the basis of the above 4 competencies. Finally, through purposes sampling method, the questionnaire was fairly distributed to senior-high vocational teachers. Process and statistics was carried out on information of discrepancy analysis on the number of returns, and type K-means analysis. Appropriate suggestions was made accordingly for further reference of other research institutions. The following was six suggestions derived from the results of the study. (1)Teachers of senior-high vocational education shall thoroughly comprehend the content and meaning of modern knowledge-management. (2)Teachers of senior-high vocational education shall thoroughly comprehend an integrated and effective knowledge-management scheme. (3)Teachers of senior-high vocational education shall enhance their language competencies and use them to improve teaching competencies. The purpose is to enhance the students’ competencies in confronting the challenges posed by globalization and competitiveness in society. (4)Continuously upgrading teaching competencies of teachers in senior-high vocational schools. Under the six-category senior-high vocational education system, the educational authorities shall continuously upgrade their competencies so as to upgrade the quality of education. (5)Improve the competencies of teachers in management of a class. (6)Improve information technological competencies of teachers of senior-high vocational education so as to integrate teaching resources and to improve teaching skills. (7)Educational authorities and school administrative units shall decide the contents of training based on the characteristics of each trainee so as to comprehensively upgrade human resource and achieve the goal of a refined education