[[alternative]]The Implementation of New Curricula as Perceived by Teachers of Industrial Departments in Vocatinoal High Schools

碩士工業教育與技術學系[[abstract]]本研究旨在瞭解高職工業類科新課程實施現況，並瞭解教師對新課程實施的意見與所遭遇的困難，以提供未來高職及綜合高中工業職業類科課程發展、課程設計、課程修訂與實施之參考。藉由文獻探討方式建構本研究之理論基礎，藉以建立研究架構，並以實地訪談蒐集高職學校實施新課程所面臨的相關問題，繼以問卷調查方式彙集實徵資料。 本研究係以民國八十九學年度高級職業學校（含高中附設職業類科）工業類科正式實施之高職新課程之專業科目教師（包括兼任各處室主任、組長與科主任等）為研究對象。以自編的「高職工業類科教師對新課程實施意見調查問卷」為研究工具，進行資料收集，再依有效樣本818位教師所填答之資料，採用百分比、次數分配、平均數、標準差、 t考驗、單因子變異數分析、薛費事後比較法等統計方法，並將結果作資料分析。另將調查問卷第二部份新課程實施亟待解決的問題迫切程度加以彙整分析。同時進行訪談以了解高職工業類科新課程實施現況。 本研究根據文獻探討、問卷調查、訪談、研究發現與討論，提出下列結論： 一、不同年齡、不同教育背景、不同任教科目、曾參與學校新課程宣導說明會、曾參與政府層級新課程宣導說明會、曾參與學校課程規劃、曾參與政府層級課程規劃、擔任職務、學校隸屬與學校座落等對高職新課程實施意見有顯著差異。 二、現階段多數學校在執行高職新課程，並未落實升學與就業兼顧的課程修訂理念與目標。 三、高職新課程宜兼顧人文與專業知識的學習。 四、高職新課程難以達成增加空白課程、減輕學生壓力的特色。 五、高職新課程學年學分制推行的看法呈現意見分歧。 六、高職新課程兼顧橫向統整與縱向連貫的特色，與升學相關的銜接仍有待加強。 七、現階段高職工業類科新課程實施概況與新課程修訂的特色與理念仍有落差。 根據上述結論，本研究並對教師、學校、教育行政主管機關、後續研究者提出多項建議。[[abstract]]The purposes of this research were to investigate the implementation of new curricula in the industrial areas of vocational high schools, and to inspect teachers’ proposition and problems regarding the new curricula. The results can be used as reference for vocational high schools and high school teachers in developing, designing, or revising the curricula in the near future. The structure of the research’s theoretical basis was established by researching related academic papers, by understanding the problems of new curricula faced by the teachers, and by means of interviews and a large-scale questionnaire survey. The samples were the teachers teaching new vocational high school curricula in year 2000. Data collection was processed from the returned questionnaires. With 818 valid samples, several statistical methods such as frequency distribution, means, standard deviation, t-test, one-way ANOVA, and Scheffe method were applied. The problems recognized by teachers were also summarized and categorized. At the same time, an interview survey was conducted to figure out the status quo of the implementation of new vocational education curricula. The following summaries were based on the results of literature review, questionnaire survey, interviews, and an in-depth analysis. 1. There were significant differences toward the new curricula in terms of respondents’ ages, education backgrounds, courses of teaching, endorsement of new curricula, involvement of governmental advocacy of new curricula, involvement of new curricula planning, participation of curricula planning at the governmental level, positions commissioned by the government, extra duties, school affiliation, and school geographical location. 2. The implementation of the new curricula has not really carried out the principles and goals as to consider students’ further academic access or getting into the world of work. 3. Both humanistic literacy and professional knowledge should be constructed and cross-examined in the same time for the new curricula. 4. The new curricula have neither increased ‘null curriculum’, nor decreased students’ burden. 5. There was a significant difference among vocational high school teachers toward the ‘credit based approach’ of the new curricula. 6. There is still plenty of room of improvement in the feature for the new curricula hopefully via vertical and lateral articulation. 7. There is still a big gap between the original idea and current reality of the implementation of the new vocational education curricula. Based on the results of this study, the researcher provided a number of suggestions for teachers, vocational high schools, educational administration authorities, and further researches