A Study of Instruction Support in Technological and Vocational Universities and Colleges

技職教育在臺灣的經濟發展中扮演相當重要的角色，在技職體系中培養出了許多業界優秀的人才，而台灣技職教育發展亦往上延伸到高等教育層次，並逐漸重視研究所教育的發展，重視「質」的提升。這樣的技職教育變革，除了要提昇專業領域的認知、改變教學課程內容之外，在電腦網路時代的來臨，仍需增進學生資訊應用能力。資源的增加，但學生利用的相關技巧及知能薄弱，為了培養學生的資訊素養，讓學生在未來可以面對社會的變動，因此圖書館應扮演資源整合及提供的角色，以學生為中心，與教師一同提供課程所需要及適切的資源。 本研究之研究目的即在瞭解國內科技大學及技術學院圖書館支援教師教學之程度及支援教學時所遇到的困難，以及教師對於與圖書館合作的想法及期望。因此透過問卷調查及訪談兩種研究方法，瞭解圖書館員及教師對於館員支援教師教學的看法。 研究結論發現：一、技職校院圖書館支援教師教學之程度多為圖書館單向的進行，在教師需要的時候提供相關的服務；二、人力及經費為圖書館支援教學時之困難問題，因而造成部份館員認為與教師溝通課程內容時增加了工作的負擔；三、教師平時使用圖書館資源的習慣與教學教材使用不盡相同，配合學生的程度、課程的規範及深度，調整給予學生使用的相關教材；四、教師認為之圖書館館員角色為「提供及指引資源」，並認為有其必要性；五、教師認為圖書館有指導利用教育之必要性，讓學生瞭解這些資源使用的時機及重要性。 最後，本文對於圖書館支援教師教學的內容中提出幾項建議：一、圖書館可配合學校的發展及科系規劃發展相關資源及服務，才能提供適合師生的資源及服務；二、圖書館應評估館藏，瞭解館藏之適用性及支援教學的程度；三、學校主管需正視學生資訊素養議題，給予圖書館正面的支援；四、圖書館應主動推廣相關服務，並提供多元管道來瞭解教師需求；五、相關圖書館活動可與教師課程配合，可達到提昇學生的使用程度。Technological and vocational education plays a substantial role in Taiwan’s economic development. Many talents are cultivated from technological and vocational educational system and this system has now been upgraded to higher education level and gradually puts emphasis on the development of master’s program in aim of the upgrade of “quality”. This transformation in technological and vocational education shall improve students’ information application ability aside from the professional knowledge and the change of curriculum in the era of computer and internet. We see students fail to exploit related skills, knowledge and abilities even as the increase in resources. To overturn this situation and cultivate students’ information capability that allows students to cope with the versatility of the society, libraries, in this way, shall play a role in resources integrator and provider that center on the students and cooperate with teachers to provide the applicable resources for the curriculum. Objective of this research is to understand how libraries in domestic universities of technology and institutes of technology assist in teacher’s instruction and the problems they encounter. Also, the study aims at finding out teachers’ viewpoints and expectation on the role of librarian in their teaching. Therefore, this study uses questionnaire and interview to understand perspectives of both the librarians and teachers towards librarians’ role is supporting instruction. It is concluded that, to begin with, libraries in technological and vocational education institutions are only providing assistance in an “one-way” role, where by libraries provide service only when teachers find it necessary; second, lack of man power and funding can sometimes be problematic so that some librarian would think that communicating with teachers on curriculum content impose more burden on them; third, teachers normally arrange teaching materials in accordance to students’ level, discipline and depth of curriculum; fourth, teachers see librarians as a key player to provide and index resources and values such service; fifth, teachers think it’s necessary for libraries to conduct library exploitation class to let students know the importance of these resources. And learn how and when to use them In conclusion, this study provides some suggestions to librarian to in terms of providing instructional support: first, libraries should develop related recourse and services in accordance with the schools and departments instructional plan so that they can provide suitable resources and services; second, libraries should evaluate the appropriateness of their collections in terms of the degree they provide assistance in teaching; third, authorities of the schools should take into account that students’ information literacy is an important skill to learn and provide support to their libraries; fourth, libraries should promote their services and provide multiple channel of communication for teachers to find out the needs of teaching, and fifth, libraries should pan relevant library activities that can tie with teaching so as to increase the degree of library use.謝辭……………………………………………………………….i文摘要…………………………………………………………iii文摘要………………………………………………………….v次……………………………………………………………..vii次……………………………………………………………...ix次……………………………………………………………...xi一章 緒論…………………………………………………….1一節 研究背景與動機………………………………… ……1二節 研究目的及問題…………….…………………………5三節 研究範圍與限制………………….……………………6四節 名詞解釋…………………………….…………………7二章 文獻分析……………………………………………….9一節 技職教與之下圖書館設立目標……………………….9二節 館員支援教學之角色及定…………………………..13三節 資源本位學習………………………………………..22三章 研究方法與實施……………………………………..35一節 研究方法…………………………….……………….35二節 研究對象…………………………………….……….35三節 研究工具……………………………………….…….36四節 研究步驟與實施………………………………….….41四章 研究結果………………………………….………...43一節 問卷分析結果………………………………………..43二節 訪談分析結果………………………………………..60五章 結論與建議…………………………………………..77一節 結論…………………………………………………..77二節 建議…………………………………………………..80三節 進一步研究之建議…………………………………..82考書目………………………………………………………...83錄錄一 「我國技專校院館員支援教師教學之研究」查問卷初稿.........................................89錄二 「我國技專校院館員支援教師教學之研究」查問卷完整版.......................................94錄三 「我國技專校院館員支援教師教學之研究」談題目初稿........................................100錄四 「我國技專校院館員支援教師教學之研究」談題目完整版......................................10