| 摘要: | 國外高等教育從輸入導向轉為成果導向已行之有年，而國內針對職場新鮮人能力不足的問題，各大專院校也紛紛建立核心能力，以培養畢業生需具備的能力。本研究旨在探究透過課堂教學對於培養學生核心能力的影響，以及學生實際的學習情況。
為達以上研究目的，本研究採質量並重的方式，並根據文獻探討編製「學生核心能力調查問卷」。研究對象選取103學年入學之工學院與資電學院大一學生共581位，隨機取樣發出397份，回收有效問卷數203份，可用率51.1%。訪談對象則選取工學院與資電學院中六個學系的大一學生共10位，並根據研究結果與分析結論如下：
一、 老師的教學方式有助於學生學習運用數學、科學、工程知識以及現代化工具解決工程領域問題之能力。
二、 學生對於自己在發掘問題、設計規劃、實驗分析、詮釋數據與執行工程專題與專業之能力有不同看法。
三、 專業表達、語言、撰寫之能力比較不足。
四、 團隊合作的機會成效不如預期。
五、 師生互動頻率偏低，但反而增強學生自我學習的能力。
儘管Lattuca(2006)從學生、教師、學院長以及雇主多方的觀點，探究核心能力實施的狀況，考量國內相關實證研究比較少，而本研究則預期能根據調查結果，提供教師在課程設計與教學的參考，學校推動相關措施的依據，以及未來研究的延伸。;For many years, domestic and foreign higher education institutions have already shifted from an input-oriented system to an output-oriented system. In the face of a large number of fresh graduates who lack the ability required by Taiwanese companies, various tertiary institutions are gradually placing more emphasis on developing critical core competencies among students in order to prepare graduates for the workplace. This study aims to explore students’ learning experience in a classroom setting and the impact of classroom learning with respect to the development of students’ core capabilities.
In order to achieve the objectives of this study, qualitative and quantitative methods were adopted, and a “Student Critical Competency Survey” was also developed based on past literature reviews and discussions from researchers. The subjects of the study were 581 freshmen who enrolled in either the College of Engineering or the College of Engineering & Computer Science during 2014. Out of the 581 students, 397 were randomly selected to participate in the survey, and 203 valid responses were received for a response rate of 51.1%.
Ten freshmen from six different departments under the College of Engineering and the College of Engineering & Computer Science were selected for interviews. The following conclusions were established based on our study results and data analysis:
I. Professors’ teaching methods help students learn to apply their mathematical skills, science/engineering knowledge, and use modern tools to solve various engineering problems.
II. Students have different views when exploring problems on their own, designing/planning, analyzing lab results, interpreting data, executing engineering projects, as well as on their own professionalism.
III. Inadequacies in professional expression, verbal, and writing skills.
IV. The effectiveness of teamwork was not as high as expected.
V. Low levels of teacher-student interaction can actually increase students’ self-learning capabilities.
Although Lattuca (2006) took into account the development of core competencies from the perspective of students, teachers, college heads, and employers, there has been very little study conducted based on the domestic sphere. This study can serve as a reference for teachers when designing and teaching a curriculum, for schools as a basis to promote related measures, and for expanding the research in the future. |
