职高教师对12年基础教育课程大纲核心能力的认同及其教学转型——以教学经验为研究

Chin-Guo Kuo, Hsi-Chuan Wang, Li-De Jiang, Jiun-Ying Jiang
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引用次数: 0

摘要

职业教育是台湾中等教育的重要组成部分。随着科技的飞速发展、社会的变革和行业的需求,教育变革也随之进行。“108课程指引”表明了课程的理念和目标,即把核心能力作为中学教育课程的一个重要方面。因此,有必要探讨教师对12年基础教育课程纲要核心能力的认同与其教学转型之间的关系。考虑到职业教师的专业知识和实践技能,很难将其与核心能力结合到教学转型的课程中。因此,本研究以台湾职校教师为调查对象,分析教师资历对核心能力及其教学转型的影响。教师资历与核心能力存在显著差异,进而影响教学转型。因此,我们提出以下具体建议。首先,需要鼓励教师参加加强核心竞争力的研讨会。第二,要求教师进行课程讨论,将核心能力融入到课程中。第三,利用教师丰富的教学经验进行教学转型,需要提高对高级教师核心能力的认同。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Vocational High School Teachers’ Identification with Core Competency of 12-Year Basic Education Curriculum Guidelines and Its Pedagogical Transformation - Teaching Experience as Study
Vocational education is crucial for secondary education in Taiwan. With the rapid development of technology, social change, and industry needs, education change has been processed accordingly. “108 Curriculum Guidelines” indicated the idea and the goal of the curriculum to take core competency as a key aspect in secondary education courses. Thus, it is necessary to explore the relevance between teachers’ identification with the core competency of 12-year basic education curriculum guidelines and its pedagogical transformation. Considering the professional knowledge and practical skills of vocational teachers, it is hard to combine them with the core competency into courses for pedagogical transformation. Thus, we analyze the impact of teaching seniority on core competency and its pedagogical transformation by collecting survey data from teachers in vocational schools in Taiwan. Teaching seniority shows a significant difference from the core competency, further affecting pedagogical transformation. Therefore, we propose specific suggestions as follows. First, teachers need to be encouraged to attend workshops to strengthen core competency. Second, course discussion among teachers is required to combine core competencies into courses. Third, the increase of identification to a core competency for senior teachers is demanded to perform pedagogical transformation with teachers’ rich experiences.
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