『技術及職業教育』季刊第一卷第三期

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116 P O P B L

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Contents Quarterly Journal of Technological and Vocational Education

10051 5 02-7736-6051 () () 10610 162 02-7734-362102-2392-9449http://tve.ie.ntnu.edu.tw/tvej/8021001 (14710)1007(http://tve.ie.ntnu.edu.tw/tvej/)GPN2010000016ISSN1019-30571901. 6 (04)2226-0330 8208212. 2091 (02)2518-0207 173. 1181 (02)3322-5558 1734. 5 (02)7736-6054 5. 161 (02)2361-7511 114

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1007July 2011

2

9

15 19

27

33 39

52

65

80

85

95 101

109

116 P O P B L

118

Contents Quarterly Journal of Technological and Vocational Education

10051 5 02-7736-6051 () () 10610 162 02-7734-362102-2392-9449http://tve.ie.ntnu.edu.tw/tvej/8021001 (14710)1007(http://tve.ie.ntnu.edu.tw/tvej/)GPN2010000016ISSN1019-30571901. 6 (04)2226-0330 8208212. 2091 (02)2518-0207 173. 1181 (02)3322-5558 1734. 5 (02)7736-6054 5. 161 (02)2361-7511 114

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12 13 100 7 Ju l y 2 011

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15 100 7 Ju l y 2 011

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1979

19813335-67

1996

20094319-36

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20111(1)1-6

Blank, W. E. (1982). Handbook for developing competency-based training programs. New jersey: Prentice-

Hall.

Evans, R. N. (1971). Foundations of vocational education. Columbus. OH: Merril.

Mager, R. F. & Beach, K. M. (1967). Developing vocational instruction. Belmont, CA: David S. Lake

Publishers.

Maley, D. (1975). Cluster Concept in Vocational Education. Chicago: American Technical Society.

Phelps, A. L. (1972). A descriptive overview of cluster-based occuoational curriculum development model.

Mount pleasant, Center Michigan Univ.

The Secretary's Commission on Achieving Necessary Skills (1993). Teaching the SCANS competencies.

Washington, D. C.: U. S. Department of Labor.

60%

15 100 7 Ju l y 2 011

14 100 7 Ju l y 2 011

1979

19813335-67

1996

20094319-36

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20111(1)1-6

Blank, W. E. (1982). Handbook for developing competency-based training programs. New jersey: Prentice-

Hall.

Evans, R. N. (1971). Foundations of vocational education. Columbus. OH: Merril.

Mager, R. F. & Beach, K. M. (1967). Developing vocational instruction. Belmont, CA: David S. Lake

Publishers.

Maley, D. (1975). Cluster Concept in Vocational Education. Chicago: American Technical Society.

Phelps, A. L. (1972). A descriptive overview of cluster-based occuoational curriculum development model.

Mount pleasant, Center Michigan Univ.

The Secretary's Commission on Achieving Necessary Skills (1993). Teaching the SCANS competencies.

Washington, D. C.: U. S. Department of Labor.

60%

16 17 100 7 Ju l y 2 011

100 7 Ju l y 2 011

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50

Insurance

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20 21 100 7 Ju l y 2 011

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Risk Management

and Insurance Education; RMI

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:

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:

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1991Gordon Howel1959

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1990

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1

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20102010 7 25 http://www.tve.edu.tw/

Public/Publish/20102251128375334.pdf

2000

1990

1994

CPCU (1993). College Students Attitudes about Insurance, The Society of CPCU. CPCU Journal, 46, 51-56.

Ferguson, W. L., Dorfman, M. S., Frickel, B. J., & Ferguson, T. D. (2000). Risk Management and Insurance

Education at the Millennium. Journal of Insurance Issues, 23(2), 153-179.

Gardner, L. A., & Schmit, J. T. (1995). Collegiate Risk Management and Insurance Education. The Journal of

Risk and Insurance, 62(4), 625-648.

Gardner, L. A., & Schmit, J. T. (1996). Student Internships Develop Jobs and Talent. Bests Review Property/

Casualty Edition, 97(4), 24-99.

Gordon, R. A., & Howell, J. E. (1959). Higher Education for Business. NY: Columbia University Press.

Gustavson, S. G. (1991). Crisis on the Campus. Bests Review Property/Casualty Edition, 91(9), 29-32.

Porter, L., & McKibbin, L. E. (1988). Management Education and Development. NY: McGraw-Hill.

2011 4

2011

workplace learning work-based

learning/ WBL

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the-joboff-the-job

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1

internship

2011

1.

2.

3.

4.

5.

6.

2011

26 27 100 7 Ju l y 2 011

100 7 Ju l y 2 011

1990

20102010 7 25 http://www.tve.edu.tw/

Public/Publish/20102251128375334.pdf

2000

1990

1994

CPCU (1993). College Students Attitudes about Insurance, The Society of CPCU. CPCU Journal, 46, 51-56.

Ferguson, W. L., Dorfman, M. S., Frickel, B. J., & Ferguson, T. D. (2000). Risk Management and Insurance

Education at the Millennium. Journal of Insurance Issues, 23(2), 153-179.

Gardner, L. A., & Schmit, J. T. (1995). Collegiate Risk Management and Insurance Education. The Journal of

Risk and Insurance, 62(4), 625-648.

Gardner, L. A., & Schmit, J. T. (1996). Student Internships Develop Jobs and Talent. Bests Review Property/

Casualty Edition, 97(4), 24-99.

Gordon, R. A., & Howell, J. E. (1959). Higher Education for Business. NY: Columbia University Press.

Gustavson, S. G. (1991). Crisis on the Campus. Bests Review Property/Casualty Edition, 91(9), 29-32.

Porter, L., & McKibbin, L. E. (1988). Management Education and Development. NY: McGraw-Hill.

2011 4

2011

workplace learning work-based

learning/ WBL

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student-centered

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Prosser 16

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1984

1

1.

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rich paid working experience

project

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2003

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and Employers, NACE2008

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Labor Standards Act, FLSA

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student-centered

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project

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internship 50-

75% Meyer, 2010

Fair

Labor Standards Act, FLSA

1

2

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6

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2010

Internship

Finder, 2009-2011

no pain, no gain

/

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30 31 100 7 Ju l y 2 011

100 7 Ju l y 2 011

Nixon, Smith,

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/ / /

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/

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- -

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70

20112011 7 6

http://money.chinatimes.com/news/news-contentaspx?id=20110524000382&cid=1210

2011 100 01 21

2011 7 3 http://edu.law.moe.gov.tw/LawContentDetails.aspx?id=FL050926&

KeyWordHL=&StyleType=1

20112011 7 3

http://www.edu.tw/files/site_content/B0060/%E6%8A%80%E8%81%B7%E6%95%99%E8%82%B2%E6%8

9%8B%E5%86%8A-0601-mm_1.pdf

Camp, W. G., & Hillison, J. H. (1984). Prosser's sixteen theorems: Time for reconsideration. Journal of

Vocational and Technical Education, 1(1), 13-21.

Internship Finder. (2009-2011). Types of student internships. Retrieved July 7, 2011, from http://www.

30 31 100 7 Ju l y 2 011

100 7 Ju l y 2 011

Nixon, Smith,

Stafford & Camm, 2006

/ / /

competency

/knowledge /skill /

ability, KSA

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20112011 7 6

http://money.chinatimes.com/news/news-contentaspx?id=20110524000382&cid=1210

2011 100 01 21

2011 7 3 http://edu.law.moe.gov.tw/LawContentDetails.aspx?id=FL050926&

KeyWordHL=&StyleType=1

20112011 7 3

http://www.edu.tw/files/site_content/B0060/%E6%8A%80%E8%81%B7%E6%95%99%E8%82%B2%E6%8

9%8B%E5%86%8A-0601-mm_1.pdf

Camp, W. G., & Hillison, J. H. (1984). Prosser's sixteen theorems: Time for reconsideration. Journal of

Vocational and Technical Education, 1(1), 13-21.

Internship Finder. (2009-2011). Types of student internships. Retrieved July 7, 2011, from http://www.

32 33 100 7 Ju l y 2 011

100 7 Ju l y 2 011

internshipfinder.com/interns-paid-unpaid.php

McKay, R. (2007). Competency modelling - A common language for aligning HR processes. Retrieved July 7,

2011, from http://ezinearticles.com/?Competency-Modelling---A-Common-Language-For-Aligning-HR-

Processes&id=751531

Meyer, T. F. (2010, May 2). Unpaid college internships are on the rise. The Capital Times. Retrieved July 7,

2011, from http://host.madison.com/ct/news/local/education/university/article_3f48d96a-c28d-5b16-

a6a6-1ba791bf150a.html

New Ways to Work. (1997-2003). Paid work experience. Retrieved July 7, 2011, from http://www.nww.org/

qwbl/tools/caltoolkit/Factsheets/paidworkexperience.pdf

Nixon, I., Smith, K., Stafford, R., & Camm, S. (2006, July). Work-based learning: Illuminating the higher

education landscape. The Higher Education Academy. Retrieved July 4, 2011, from http://www.

asetonline.org/documents/wbl_illuminating.pdf

Wage and Hour Division (WHD), U.S. Department of Labor. (2010, April). Internship programs under the

Fair Labor Standards Act. Fact Sheet #71. Retrieved July 7, 2011, from http://www.dol.gov/whd/regs/

compliance/whdfs71.pdf

WetFeet. (u.d.). Defining the six most common internship types. Retrieved July 7, 2011, from http://www.

wetfeet.com/advice-tools/internships/defining-the-six-most-common-internship-types

2011

32 33 100 7 Ju l y 2 011

100 7 Ju l y 2 011

internshipfinder.com/interns-paid-unpaid.php

McKay, R. (2007). Competency modelling - A common language for aligning HR processes. Retrieved July 7,

2011, from http://ezinearticles.com/?Competency-Modelling---A-Common-Language-For-Aligning-HR-

Processes&id=751531

Meyer, T. F. (2010, May 2). Unpaid college internships are on the rise. The Capital Times. Retrieved July 7,

2011, from http://host.madison.com/ct/news/local/education/university/article_3f48d96a-c28d-5b16-

a6a6-1ba791bf150a.html

New Ways to Work. (1997-2003). Paid work experience. Retrieved July 7, 2011, from http://www.nww.org/

qwbl/tools/caltoolkit/Factsheets/paidworkexperience.pdf

Nixon, I., Smith, K., Stafford, R., & Camm, S. (2006, July). Work-based learning: Illuminating the higher

education landscape. The Higher Education Academy. Retrieved July 4, 2011, from http://www.

asetonline.org/documents/wbl_illuminating.pdf

Wage and Hour Division (WHD), U.S. Department of Labor. (2010, April). Internship programs under the

Fair Labor Standards Act. Fact Sheet #71. Retrieved July 7, 2011, from http://www.dol.gov/whd/regs/

compliance/whdfs71.pdf

WetFeet. (u.d.). Defining the six most common internship types. Retrieved July 7, 2011, from http://www.

wetfeet.com/advice-tools/internships/defining-the-six-most-common-internship-types

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8.

14.1%

38.5%

21.4%

1.4%

0.7% 3.84

0.773

52.6%

e

1.

20.3%

54.3%20.7%

1.3%

0.6%

3.95 0.73

74.6%

2.

19.3%

53.8% 21.7%

1.4%

0.6%

3.93 0.73

73.1%

3.

17.3%

44 45 100 7 Ju l y 2 011

100 7 Ju l y 2 011

2.

17.8%

47.2%27.9%

2.7%

1.0%

3.81 0.80

65%

3. Q A

14.6%

46.5% 30.4%

2.4%

1.1%

3.75 0.78

Q A

61.1%

Q A

4.

19.7%

47.3%

16.6%

0.9% 0.8%

3.99

0.744

67%

5.

16.4%

46.2%

18.1%

0.8% 0.8%

3.93

0.733

62.6%

6.

15.5%

43.4%

20.4%

1.1% 0.8%

3.89

0.754

59.6%

7.

15.4%

40.7% 20.8%

1.5%

0.8%

3.86 0.780

56.1%

8.

14.1%

38.5%

21.4%

1.4%

0.7% 3.84

0.773

52.6%

e

1.

20.3%

54.3%20.7%

1.3%

0.6%

3.95 0.73

74.6%

2.

19.3%

53.8% 21.7%

1.4%

0.6%

3.93 0.73

73.1%

3.

17.3%

46 47 100 7 Ju l y 2 011

100 7 Ju l y 2 011

52.4% 24.9%

1.8%

0.5%

3.870.74

69.7%

4.

7.2%

27.5% 25.4%

25.7%

11.1%

2.941.14

62.2%

5.

13.9%

52.5%

27.3%

2.6% 0.5%

3.82

1.21

66.4%

6.

10.2%

42.3%36.8%

5.9%

1.2%

3.56 0.81

52.5%

36.8%

7.

10.8%

43.0%

35.4%

5.6% 1.2%

3.59

0.81

53.8%

35.4%

8.

9.7% 42.8%

37.9%

4.6%

0.9%

3.58 0.77

52.5% 37.9%

9.

18.5%

46.7%

26.9%

3.5% 0.8%

3.82

0.81

65.2%

2010

Q A

100

15 149

46 47 100 7 Ju l y 2 011

100 7 Ju l y 2 011

52.4% 24.9%

1.8%

0.5%

3.870.74

69.7%

4.

7.2%

27.5% 25.4%

25.7%

11.1%

2.941.14

62.2%

5.

13.9%

52.5%

27.3%

2.6% 0.5%

3.82

1.21

66.4%

6.

10.2%

42.3%36.8%

5.9%

1.2%

3.56 0.81

52.5%

36.8%

7.

10.8%

43.0%

35.4%

5.6% 1.2%

3.59

0.81

53.8%

35.4%

8.

9.7% 42.8%

37.9%

4.6%

0.9%

3.58 0.77

52.5% 37.9%

9.

18.5%

46.7%

26.9%

3.5% 0.8%

3.82

0.81

65.2%

2010

Q A

100

15 149

48 49 100 7 Ju l y 2 011

100 7 Ju l y 2 011

1.

2.

3.

4.

5.

48 49 100 7 Ju l y 2 011

100 7 Ju l y 2 011

1.

2.

3.

4.

5.

50 51 100 7 Ju l y 2 011

100 7 Ju l y 2 011

1.

99

2.

3.

2010

95

99

30

2004

2010

201099

2008 2011 6 7 http://

140.111.34.179/news_detail.php?code=01&sn=340

20052011 6 7 http://3w.

ctas.tcc.edu.tw/09/94y/25.ppt

50 51 100 7 Ju l y 2 011

100 7 Ju l y 2 011

1.

99

2.

3.

2010

95

99

30

2004

2010

201099

2008 2011 6 7 http://

140.111.34.179/news_detail.php?code=01&sn=340

20052011 6 7 http://3w.

ctas.tcc.edu.tw/09/94y/25.ppt

52 53 100 7 Ju l y 2 011

100 7 Ju l y 2 011

83 7

85

88 7 14

2000

90 94

1

2011

85

18 94

149 8

94

99 109

2011

90

91

92

93

94

90

91

9293

94

1 90 94

2011

( )

2010

27.3%

2

52 53 100 7 Ju l y 2 011

100 7 Ju l y 2 011

83 7

85

88 7 14

2000

90 94

1

2011

85

18 94

149 8

94

99 109

2011

90

91

92

93

94

90

91

9293

94

1 90 94

2011

( )

2010

27.3%

2

54 55 100 7 Ju l y 2 011

100 7 Ju l y 2 011

5427.3% 0-160% -8.1% 110-144

55.5%-72.7%

5427.3% 126-14463.6% -72.7%

180-198

12-18

192-210

160

2

2010

2006

99

16 127

2011

3

1.

63.6%

3

2011

-72.7%

2.

54 55 100 7 Ju l y 2 011

100 7 Ju l y 2 011

5427.3% 0-160% -8.1% 110-144

55.5%-72.7%

5427.3% 126-14463.6% -72.7%

180-198

12-18

192-210

160

2

2010

2006

99

16 127

2011

3

1.

63.6%

3

2011

-72.7%

2.

56 57 100 7 Ju l y 2 011

100 7 Ju l y 2 011

3.

26 30

4.

5.

63.6%

72.7%

56 57 100 7 Ju l y 2 011

100 7 Ju l y 2 011

3.

26 30

4.

5.

63.6%

72.7%

58 59 100 7 Ju l y 2 011

100 7 Ju l y 2 011

2008

1

/

1

58 59 100 7 Ju l y 2 011

100 7 Ju l y 2 011

2008

1

/

1

60 61 100 7 Ju l y 2 011

100 7 Ju l y 2 011

Process

2

1.

(1)

(2)

2.

(1)

(2)

(3)

2

3

60 61 100 7 Ju l y 2 011

100 7 Ju l y 2 011

Process

2

1.

(1)

(2)

2.

(1)

(2)

(3)

2

3

62 63 100 7 Ju l y 2 011

100 7 Ju l y 2 011

3

Curriculum Mapping

/

4

62 63 100 7 Ju l y 2 011

100 7 Ju l y 2 011

3

Curriculum Mapping

/

4

65 100 7 Ju l y 2 011

64 100 7 Ju l y 2 011

4

20102011 6 20 http://page.phsh.tyc.edu.

tw/com/download/ 991022 .doc

20112011 4 8 http://www.edu.tw/secretary/content.

aspx?site_content_sn=905

20062011 6 24 http://page.phsh.tyc.

edu.tw/com/law/law_03.htm

201198-99

2008

- 220-248

2000

93 12

94

2007

2011

123

1

65 100 7 Ju l y 2 011

64 100 7 Ju l y 2 011

4

20102011 6 20 http://page.phsh.tyc.edu.

tw/com/download/ 991022 .doc

20112011 4 8 http://www.edu.tw/secretary/content.

aspx?site_content_sn=905

20062011 6 24 http://page.phsh.tyc.

edu.tw/com/law/law_03.htm

201198-99

2008

- 220-248

2000

93 12

94

2007

2011

123

1

66 67 100 7 Ju l y 2 011

100 7 Ju l y 2 011

22011

3

4

123

1-

2-

3-

/ /

1 123

2

3

5

T

66 67 100 7 Ju l y 2 011

100 7 Ju l y 2 011

22011

3

4

123

1-

2-

3-

/ /

1 123

2

3

5

T

68 69 100 7 Ju l y 2 011

100 7 Ju l y 2 011

1. 2. 3.

?

?????

?

Yes

No

5

4

6 7

GEPT

TOEIC

GEPT TOEIC350

TOEIC

8

6

68 69 100 7 Ju l y 2 011

100 7 Ju l y 2 011

1. 2. 3.

?

?????

?

Yes

No

5

4

6 7

GEPT

TOEIC

GEPT TOEIC350

TOEIC

8

6

70 71 100 7 Ju l y 2 011

100 7 Ju l y 2 011

98 2 1

TA

9

4 2 0

TOEIC < 350

TOEIC

1. TOEIC 350 2. TOEIC 3. 310

1048

7

98TOEIC 94 198

98TOEIC 623 520

5525

287TOEIC 686 539

98.3%

25

7

292

8 TOEIC

10

100%

(TA)

9

0

200

400

600

800

1000

1200

20

850 877

1043 1051

95 96 97 98 99

10 95-99

70 71 100 7 Ju l y 2 011

100 7 Ju l y 2 011

98 2 1

TA

9

4 2 0

TOEIC < 350

TOEIC

1. TOEIC 350 2. TOEIC 3. 310

1048

7

98TOEIC 94 198

98TOEIC 623 520

5525

287TOEIC 686 539

98.3%

25

7

292

8 TOEIC

10

100%

(TA)

9

0

200

400

600

800

1000

1200

20

850 877

1043 1051

95 96 97 98 99

10 95-99

72 73 100 7 Ju l y 2 011

100 7 Ju l y 2 011

3

11

12

13

Aspire One

Anicam

AA

14 3

0

10

20

30

40

50

60

70

80

90

100

47

78

100 100

95 96 97 98

13

ISO

Taiwan Intellectual

Property Management System

TIPS

SWOT

//

[//]

11

12

0.45mm 2.2

:

0

50

100

150

200

250

2

91

176

222

96 97 98 99

14 AA

72 73 100 7 Ju l y 2 011

100 7 Ju l y 2 011

3

11

12

13

Aspire One

Anicam

AA

14 3

0

10

20

30

40

50

60

70

80

90

100

47

78

100 100

95 96 97 98

13

ISO

Taiwan Intellectual

Property Management System

TIPS

SWOT

//

[//]

11

12

0.45mm 2.2

:

0

50

100

150

200

250

2

91

176

222

96 97 98 99

14 AA

74 75 100 7 Ju l y 2 011

100 7 Ju l y 2 011

TIPS

15

97 TIPS

TIPS

98 12 7 2009 TIPS

99 TIPS

15

97.11 98.12 99.02 99.04 99.06

16

17

/

17

86.8

85

80

86.1

75 75

88.3

75

5060708090

100

74 75 100 7 Ju l y 2 011

100 7 Ju l y 2 011

TIPS

15

97 TIPS

TIPS

98 12 7 2009 TIPS

99 TIPS

15

97.11 98.12 99.02 99.04 99.06

16

17

/

17

86.8

85

80

86.1

75 75

88.3

75

5060708090

100

76 77 100 7 Ju l y 2 011

100 7 Ju l y 2 011

1

Teaching Assistant TA

-

TA

2 -

3

-

18

211

B

98-99

3250 390

276 900

18

0

50

100

150

200

250

300

113

276

95-97 96-99

98

1

3

19

76 77 100 7 Ju l y 2 011

100 7 Ju l y 2 011

1

Teaching Assistant TA

-

TA

2 -

3

-

18

211

B

98-99

3250 390

276 900

18

0

50

100

150

200

250

300

113

276

95-97 96-99

98

1

3

19

78 79 100 7 Ju l y 2 011

100 7 Ju l y 2 011

2021

Outcome-based

20

21

2011

2011-2(1)2-6

20072011 7 15 http://www.csal.fcu.

edu.tw/Edu/program_start.asp

78 79 100 7 Ju l y 2 011

100 7 Ju l y 2 011

2021

Outcome-based

20

21

2011

2011-2(1)2-6

20072011 7 15 http://www.csal.fcu.

edu.tw/Edu/program_start.asp

80 81 100 7 Ju l y 2 011

100 7 Ju l y 2 011

103

2007

1

1.

2.

1

80 81 100 7 Ju l y 2 011

100 7 Ju l y 2 011

103

2007

1

1.

2.

1

82 83 100 7 Ju l y 2 011

100 7 Ju l y 2 011

1.

2.

6 8

100-101

( )1.

2.

( )1.991

85

2.

18

571 76

( )1.

2.

3.

( )1.

2.

( )1.

900-1600

2.

( )

100 66

2 8

30

1

98 99

PSoC

614

PSoC

PXA300-S ZigBee

8

2

3

1.

2.

(100 1 ~100 12 ) 100 66 2

8 30

98.11.03 ~98.12.08 / 37

98.11.06 ~98.12.11 / PXA300-S 44

98.11.02 ~98.12.07 / ZigBee 45

99.03.04~99.04.01 / PSoC PSoC 33

99.03.08~99.04.12 / PSoC PSoC 15

99.07.01~99.12.31 / 34

99.07.01~99.12.31 / 28

99.07.01~99.12.31 / 34

99.07.01~99.12.31 / 28

99.07.01~99.12.31 / 34

99.07.01~99.12.31 / 28

99.07.01~99.12.31 / 65

1

2 98-99

82 83 100 7 Ju l y 2 011

100 7 Ju l y 2 011

1.

2.

6 8

100-101

( )1.

2.

( )1.991

85

2.

18

571 76

( )1.

2.

3.

( )1.

2.

( )1.

900-1600

2.

( )

100 66

2 8

30

1

98 99

PSoC

614

PSoC

PXA300-S ZigBee

8

2

3

1.

2.

(100 1 ~100 12 ) 100 66 2

8 30

98.11.03 ~98.12.08 / 37

98.11.06 ~98.12.11 / PXA300-S 44

98.11.02 ~98.12.07 / ZigBee 45

99.03.04~99.04.01 / PSoC PSoC 33

99.03.08~99.04.12 / PSoC PSoC 15

99.07.01~99.12.31 / 34

99.07.01~99.12.31 / 28

99.07.01~99.12.31 / 34

99.07.01~99.12.31 / 28

99.07.01~99.12.31 / 34

99.07.01~99.12.31 / 28

99.07.01~99.12.31 / 65

1

2 98-99

84 85 100 7 Ju l y 2 011

100 7 Ju l y 2 011

40.6% 52.3% 6.1% 0% 1.0%

38.8% 51.1% 7.6% 1.2% 1.3%

40.4% 51.4% 7.1% 0% 1.2%

47.7% 46.7% 4.6% 0% 1.1%

46.5% 47.1% 5.5% 0% 1.0%

50.5% 43.6% 4.9% 0% 1.1%

46.1% 47.4% 4.5% 1.0% 1.0%

49.0% 42.0% 7.5% 0.5% 1.0%

45.6% 46.7% 6.7% 0% 1.0%

49.1% 42.2% 7.2% 0.5% 1.0%

37.2% 49.9% 10.9% 1.0% 1.0%

43.1% 47.6% 8.1% 0% 1.2%

48.5% 44.0% 4.5% 2.0% 1.0%

49.8% 43.2% 4.8% 1.0% 1.2%

48.0% 44.8% 5.2% 1.0% 1.0%

46.6% 43.5% 7.7% 1.2% 1.0%

3

20072011 7 5 http://law.moj.

gov.tw/LawClass/LawAll.aspx?PCode=H0150023

20059(1)73-88

201147(4)15-

20

2009181-3

100 4

20

1.

2.

TAC

EAC

3.

99 7

TAC

84 85 100 7 Ju l y 2 011

100 7 Ju l y 2 011

40.6% 52.3% 6.1% 0% 1.0%

38.8% 51.1% 7.6% 1.2% 1.3%

40.4% 51.4% 7.1% 0% 1.2%

47.7% 46.7% 4.6% 0% 1.1%

46.5% 47.1% 5.5% 0% 1.0%

50.5% 43.6% 4.9% 0% 1.1%

46.1% 47.4% 4.5% 1.0% 1.0%

49.0% 42.0% 7.5% 0.5% 1.0%

45.6% 46.7% 6.7% 0% 1.0%

49.1% 42.2% 7.2% 0.5% 1.0%

37.2% 49.9% 10.9% 1.0% 1.0%

43.1% 47.6% 8.1% 0% 1.2%

48.5% 44.0% 4.5% 2.0% 1.0%

49.8% 43.2% 4.8% 1.0% 1.2%

48.0% 44.8% 5.2% 1.0% 1.0%

46.6% 43.5% 7.7% 1.2% 1.0%

3

20072011 7 5 http://law.moj.

gov.tw/LawClass/LawAll.aspx?PCode=H0150023

20059(1)73-88

201147(4)15-

20

2009181-3

100 4

20

1.

2.

TAC

EAC

3.

99 7

TAC

86 87 100 7 Ju l y 2 011

100 7 Ju l y 2 011

5 99 8

100 8

100 2 14

100 7 31

100

1.

2.

3.

12

100 2 23100 7 31

1.

2.

3.

4.

5.

6.

(1)

(2)

(3)

(4)

1

2

1

()

2

86 87 100 7 Ju l y 2 011

100 7 Ju l y 2 011

5 99 8

100 8

100 2 14

100 7 31

100

1.

2.

3.

12

100 2 23100 7 31

1.

2.

3.

4.

5.

6.

(1)

(2)

(3)

(4)

1

2

1

()

2

88 89 100 7 Ju l y 2 011

100 7 Ju l y 2 011

1 100/02/23 100/02/23

2 100/03/17 100/03/17 A2/A3

3 100/04/06 100/04/06

4 100/04/20 100/04/22 A4/A5/A6/A7

5 100/05/04 100/05/04 A8

6 100/05/18 100/05/18 A9

7 100/06/01 100/06/08

8 100/06/15 100/06/22 A10-1/A10-2

9 100/06/29 100/07/06 A11

10 100/07/08 100/07/12

11

100/07/15 100/07/13

12

100/07/29 100/07/29

1

4

1

2

3

4

5

6

7

8

9

10

11

12

2 3 4 5 6 7

7/5

()

A2

A3

A4-1 A4-2 A4-3

A5

A6

A7

A8

A9

A10-1 A10-2

A11

3 2002

3

1

4

A11

88 89 100 7 Ju l y 2 011

100 7 Ju l y 2 011

1 100/02/23 100/02/23

2 100/03/17 100/03/17 A2/A3

3 100/04/06 100/04/06

4 100/04/20 100/04/22 A4/A5/A6/A7

5 100/05/04 100/05/04 A8

6 100/05/18 100/05/18 A9

7 100/06/01 100/06/08

8 100/06/15 100/06/22 A10-1/A10-2

9 100/06/29 100/07/06 A11

10 100/07/08 100/07/12

11

100/07/15 100/07/13

12

100/07/29 100/07/29

1

4

1

2

3

4

5

6

7

8

9

10

11

12

2 3 4 5 6 7

7/5

()

A2

A3

A4-1 A4-2 A4-3

A5

A6

A7

A8

A9

A10-1 A10-2

A11

3 2002

3

1

4

A11

90 91 100 7 Ju l y 2 011

100 7 Ju l y 2 011

2

3

( )

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

( ) 1.

(1)

(2)

2. A3

3.

100

132 128

1.

128

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11. 4

12.

13.

14.

15.

16.

2

()

(e-mail)

()

3

90 91 100 7 Ju l y 2 011

100 7 Ju l y 2 011

2

3

( )

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

( ) 1.

(1)

(2)

2. A3

3.

100

132 128

1.

128

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11. 4

12.

13.

14.

15.

16.

2

()

(e-mail)

()

3

92 93 100 7 Ju l y 2 011

100 7 Ju l y 2 011

34

60

2. A9

160 190

1

TAC

128 3/8

128 3/8 48

60

1/4

60

10 4

39

2

99

80

0

e

5

100 6

A8RF

P-1-5 RF

A8RF

P-1-1 RF

5 e

()()

????

()

92 93 100 7 Ju l y 2 011

100 7 Ju l y 2 011

34

60

2. A9

160 190

1

TAC

128 3/8

128 3/8 48

60

1/4

60

10 4

39

2

99

80

0

e

5

100 6

A8RF

P-1-5 RF

A8RF

P-1-1 RF

5 e

()()

????

()

94 95 100 7 Ju l y 2 011

100 7 Ju l y 2 011

100

132 128

94

2006

2002

2011

80%

2010

stakeholders 1

94 95 100 7 Ju l y 2 011

100 7 Ju l y 2 011

100

132 128

94

2006

2002

2011

80%

2010

stakeholders 1

96 97 100 7 Ju l y 2 011

100 7 Ju l y 2 011

2011

1

2011

2

96 97 100 7 Ju l y 2 011

100 7 Ju l y 2 011

2011

1

2011

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ncku.edu.tw/~dep_med/3.php

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ncku.edu.tw/~dep_med/3.php

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5.

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7.

8.

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116 117 100 7 Ju l y 2 011

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POPBLProject Oriented Problem

Based Learning

Aalborg University AAU 2005

skill

problem solving

ability

Problem Based Learning, PBL

Project Based Learning

PBL

Helbo & Borch, 2006; Egon,

Hans & Krnv, 20062009

POPBL

2009

POPBL Piaget

Piaget

schema

assimilation

accommodation

Schmidt

elaboration

BrownCollins Dugid

Johnson

Simpson

POPBL

P O P B L

POPBL

1

1 POPBL

2009 -

NSC96-2516-S-003-

002-MY3

Brown, Collins & Dugid. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1),

32-41.

Egon, M., Hans, H. W. J., & Krnv, L. (2006). Individual activities as an integrated part of project work: an

innovative approach to Project Oriented and Problem-Based Learning (POPBL). World Transactions on

Engineering and Technology Education, 5(1), 11-17.

Helbo, J., Borch, O. E. M. (2006). Comparing On-Campus and Distance Education assessment in the form of

Project Organized Problem Based Learning. ITHET 7th International Conference on 10-13 July 2006,

245-250.

Johnson DW, Johnson R. (1974). Instructional goal structure: Cooperative, competitive, or individualistic.

Review of Educational Research, 44, 213-240.

Simpson E. (1972) . The classification of Educational Objectives in the psychomotor domain, The

Psychomotor Domain, 3, Washington D.C., DC: Gryphon House.

98 1 (1) 92-97

94-99

116 117 100 7 Ju l y 2 011

100 7 Ju l y 2 011

POPBLProject Oriented Problem

Based Learning

Aalborg University AAU 2005

skill

problem solving

ability

Problem Based Learning, PBL

Project Based Learning

PBL

Helbo & Borch, 2006; Egon,

Hans & Krnv, 20062009

POPBL

2009

POPBL Piaget

Piaget

schema

assimilation

accommodation

Schmidt

elaboration

BrownCollins Dugid

Johnson

Simpson

POPBL

P O P B L

POPBL

1

1 POPBL

2009 -

NSC96-2516-S-003-

002-MY3

Brown, Collins & Dugid. (1989). Situated cognition and the culture of learning. Educational researcher, 18(1),

32-41.

Egon, M., Hans, H. W. J., & Krnv, L. (2006). Individual activities as an integrated part of project work: an

innovative approach to Project Oriented and Problem-Based Learning (POPBL). World Transactions on

Engineering and Technology Education, 5(1), 11-17.

Helbo, J., Borch, O. E. M. (2006). Comparing On-Campus and Distance Education assessment in the form of

Project Organized Problem Based Learning. ITHET 7th International Conference on 10-13 July 2006,

245-250.

Johnson DW, Johnson R. (1974). Instructional goal structure: Cooperative, competitive, or individualistic.

Review of Educational Research, 44, 213-240.

Simpson E. (1972) . The classification of Educational Objectives in the psychomotor domain, The

Psychomotor Domain, 3, Washington D.C., DC: Gryphon House.

98 1 (1) 92-97

94-99

118 119 100 7 Ju l y 2 011

100 7 Ju l y 2 011

(problem based learning)

(project based

learning) POPBL

118 119 100 7 Ju l y 2 011

100 7 Ju l y 2 011

(problem based learning)

(project based

learning) POPBL

100 1 4 7 10

101 1 4 7 10

1.

2. 3.

(1) A4 A4 (2) Microsoft Word 2003 (3) APA

4. 5.

(1) (2) (3)

6. (1) (2) [email protected] (3)

7.

(1) (2) 02-7734-3623

02-7734-3619 (3)

8. (1) (2) (3)

http://tve.ie.ntnu.edu.tw/tvej/

02-7734-3623 02-7734-3619 02-2392-9449 ()

100 1 4 7 10

101 1 4 7 10

1.

2. 3.

(1) A4 A4 (2) Microsoft Word 2003 (3) APA

4. 5.

(1) (2) (3)

6. (1) (2) [email protected] (3)

7.

(1) (2) 02-7734-3623

02-7734-3619 (3)

8. (1) (2) (3)

http://tve.ie.ntnu.edu.tw/tvej/

02-7734-3623 02-7734-3619 02-2392-9449 ()

『技術及職業教育』季刊 第一卷第三期

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『技術及職業教育』季刊第一卷第三期