Explore on the Present Implementation of the New Curriculum of the 99 Guidelines for the Architecture Department of Industrial Vocational Senior High School.

[[abstract]]本研究係以高職99總綱課程實施現況為研究主題，透過建築科教師及科大營建系、建築系及土木系學生之調查與訪談，以了解目前高職建築科99總綱課程規劃內容、實施、以及與科技大學課程銜接之問題。具體的研究結論與建議，茲包括如下： 壹、研究結論 一、教師們大都認同整體課程部定架構學分比例，惟具碩士學位教師，對本面向問題之回應平均數較低且達顯著；另在升學考科設計方面，多數教師不同意建築專業考科與土木科相同；此外，對於建築科的定位，多數教師們仍同意是屬於土木建築群。 二、建築科教師高度認同部定專業必修課程的開設，但對工程材料、製圖實習及測量實習等課程學分數與內容安排，有較多教師認為難以匹配。 三、整體建築科教師在校訂選修課程上，對建築製圖實習Ⅰ﹠Ⅱ、建築製圖實習Ⅲ﹠Ⅳ及建築工程實習三門專業科目具有高認同度。 四、多數教師仍希望高職能兼重升學與就業，惟目前高職實際上主要仍以升學為考量，故所學難以符合業界需求；同時也因升學準備之故，導致高職三年的課程，僅剩不到兩年半的學習。 五、30歲年以下年齡教師對各類證照取得有較高的認同度，且在新課程以師資專長考量，或是師資專長符合新課程標準的問題中，也出現較高的平均。 六、課程的設備規劃方面，對於建築科新課程相關的實習工廠設備，仍有一部分教師不認同，有關單位需要加強或進一步了解現況問題所在。 七、畢業生對部定核心專業課程與科技大學課程銜接，整體而言除「專題製作」未超過半數的學生認同外，其他科目都呈現過半的比例認同，其中又以工程力學認同度最高。 八、因各校建築科發展重點不同，導致對部定必修專業暨實習科目之輔導方向不同，且使學生與目前所就讀科技大學校系課程之關連，也呈現不同的落差。特別是在不同性別、就讀科系、就讀學校，乃至不同的畢業學校，對高職建築科部定核心專業課程與科技課程銜接均呈現顯著水準，說明技職一貫體系課程有必要通盤檢討。 九、高職教師對高職課程與科大課程銜接方面，兼職行政教師通常較未兼職教師有較多的體認與理解。而多數科大教師表示，由於各校各科技校系有其本身的特色發展方向，故並不介意高職課程實施。 貳、研究建議 一、建議有關單位在每次的課程修定中，應先做市場調查以切合社會動向，找出各職業類科的重點科目與現況。如成立一專家機制小組，協助各校各科專業特色之規劃與評鑑，或許群科中心可以往此一方向發展成健全的常態機構，可以實地考察，以客製化的方式協助各校解決各種問題。 二、擴增教師專業進修研習管道，特別應在各大專院校的師培中心，或科技大學之相關科系、或具實務的各區職訓中心等，配合新課程推出教師進修與研習等課程，同時並以認證或取得學分等方案，為教師任教新課程的資格認定，如此方能保障課程的品質與教育政策執行的確實。 三、當前高職專業教科書的不足，建議有關單位應制定相關方案，鼓勵任教專業教師編製優良專科教科書，以利學子學習。[[abstract]]The study is revolved around the current implementation of 99 new curriculum by surveying and interviewing architectural teachers, students in HKUST Construction, Architecture and Civil Engineering. It also deals with contents and implementation for 99 guidelines of architecture department as well as the brdiging problems to courses in techonogical universities. The conclusions and suggestions are as follows: I. Conclusions 1. The teachers mostly agree the ratio in overall curriculum credits, but the significant differences are shown in different academic diplomas, especially those who have a master's degree. On the other hand, concerning the planning courses of entrance examination, most teachers have different ideas about architectural courses and civil engineering courses. Besides, most of them still categorize architecture into the group of architecture and civil engineering group. 2.The architectural teachers highly agree that professional courses are required, while there are quite a few teachers who can't agree the credits of curriculum such as engineering materials, mapping and surveying internship syllabus. 3. The architecture teachers holds a high degree of recognition in Architectural Drafting Internship Ⅰ&Ⅱ, Architectural Drawing Practice Ⅲ&Ⅳ and Construction Practice. 4.The majority of teachers still want to focus on both academic studies and employment. But in fact, the current situation lies in academic studies, so it is difficult to meet the learning needs of the industry. At the same time, this also leads to substantive learning less than two and a half. 5. Teachers under the age of 30 have preference to acquire licenses for all kinds. Moreover, the professional competence will be taken into consideration in the new curriculum and have higher average in the new curriculum standard. 6. As for equipement for curriculum planning, building internships factory for new curriculum is still in the some percentage of teachers who do not agree. The relevant departments need to deal with the current problems. 7. The bridge between curriculum of the Ministry of Education and Science and Technology University has shown that the course monograph is not accepted more than half, while the rest of course is commonly acceptable, especially the Engineering Mechanics. 8. Because of the different orientations in architecture department, the required professional courses differ in academic couselling. Besides, the link between students and the school they study in has shown great significance, especially in genders, majors and schools. This tells that curriculum in vocational high school should be disscussed comprehensively. 9. The briding between vocational courses and techonogical courses will be more recognizable for those who have admininstrative experience. Most teachers think that each techonogical university has their features to go, so they don't care about the curriculum implementation of vocational high school. II. Suggestions 1. The market survey in society trend will be made beforehand such as professional working group. It can work as a role for planning and evaluation for school characristics and helps school cope with various problems in a custom-made way. 2. Providing more chances for teachers to have professional learning such as teacher-training centers, relevant courses in techological univeristies or practical skill training centers can gurantee the quality of curriculum and the implementation of educational policy. 3. Due to the lack of professional textbooks, the enacted regulations should be necessarily made. This can encourage teachers to edit good professional textbooks for facilitating students' learning.[[note]]碩