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題名:能力本位課程:專題學習能力指標之研究
作者:李永信
作者(外文):Li, Yong-Xin
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:陳清檳
學位類別:博士
出版日期:2016
主題關鍵詞:能力本位課程專題學習能力指標模糊德菲法模糊語意尺度模糊層級分析法Competency-Based Curriculum (CBC)Project-Based Learning (PBL)Competence indicators (CI)Fuzzy Delphi Method (FDM)Fuzzy Semantic Scale Method (FSSM)Fuzzy Analytic Hierarchy Process (FAHP)
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本研究主要是探討能力本位課程、專題學習與能力指標等議題,其關係性的研究。研究目的有三,其一:運用科技文本探勘,瞭解專題學習與能力指標二議題各自的現況情形與發展情勢;其二:運用專家問卷調查法,利用模糊德菲法(Fuzzy Delphi Method;FDM),發展、建構及確認出專題學習能培育學生的能力指標,以及指標間的層級關係;其三:運用專家問卷調查法,利用模糊層級分析法(Fuzzy Analytic Hierarchy Process;FAHP),評估專題學習能力指標間的相對權重值。資料分析採取三階段,第一階段為採用Web of Science(WoS)與CiteSpace二個應用分析軟體,進行文本資料的收集與相關資料分析,來瞭解專題學習與能力指標二議題,其各自文獻資料的現況與趨勢發展情形;第二階段為運用模糊德菲法,主要是收集專家意見來確認專題學習能力指標的層級架構關係,並使用模糊語意尺度來定義專家自身的語意尺度範圍,以求精準表達自我的意見;第三階段為運用模糊層級分析法,主要是評估專題學習的能力指標的相對權重值,亦使用模糊語意尺度來精準定義專家自身的語意尺度範圍。研究成果部份,包含:一、透過WoS的資料庫,共計蒐尋522篇有關專題學習之文獻,以及1343篇有關能力指標之文獻;並透過WoS與CiteSpace的分析軟體,瞭解其議題的現況情形、文獻的群落結構狀況,以及文獻有關的熱門新興研究議題;二、透過15位相關領域的專家,運用模糊德菲法與模糊語意尺度,來確認能力指標的層級關係;而專題學習的能力指標主要包含三個構面,分別為:知識面、技能面與態度面;三、透過15位相關領域的專家,運用模糊層級分析法與模糊語意尺度,來評估專題學習能力指標的相對權重係數,三個構面其值分別為:0.340、0.321,以及0.339。最後,在研究貢獻部份:對學術界而言,一、本研究針對專題學習與能力指標進行其文本資料的探勘,其分析結果可供研究者建立一個較為全景的知識地圖,以便進行後續之研究;二、本研究運用模糊德菲法、模糊層級分析法與模糊語意尺度所發展的研究方法,是一項具創新性的研究設計方式;另外,針對教育實務而言,其所提出的專題學習之能力指標層級架構圖,以及其指標間的相對權重值,在能力本位課程的分析、設計、發展、實施及評鑑上,具備務實性的參考價值。
The research is to explore the relations of three topics, including “competency-based curriculum (CBC)”, “project-based learning (PBL)” and “competence indicators” (CI). Research has three purposes: (1) understanding the current situation and the emerging trends of PBL and CI by Science and Technology Text Mining; (2) develop, construct and confirm the hierarchy of PBL competence indicators; (3) understanding the relative important of PBL competence indicators. The research methods includes three steps: (1) Using the application of Web of Science (WoS) and CiteSpace, to analyze the current situation and the emerging trends of PBL and CI; (2) Using the Fuzzy Delphi method (FDM) and fuzzy Semantic Scales Method (FSSM), to confirm the hierarchy of PBL competence indicators; (3) Using the Fuzzy Analytic Hierarchy Process (FAHP) and Fuzzy Semantic Scales Method (FSSM), to evaluate relative weight value of PBL competence indicators. The research results includes three aspects: (1) by mining the WoS Core Collection, located 522 references of PBL, and 1343 references of CI, then, by using the applications of WoS and CiteSpace, to identify the main emerging trends and reflect on the current status of PBL and CI; (2) through 15 experts in related fields of PBL, and using FDM and FSSM to identify the hierarchy of PBL competence indicators, including three dimensions (knowledge, skills and attitudes which had ten competence indicators); (3) through 15 experts in related fields of PBL and CI, and using FAHP and FSSM to evaluate the relative weight values of PBL which has three dimension (knowledge, skills and attitudes), and the relative weight value are 0.340, 0.321 and 0.339. The contribution of the research has three aspects: (1) by Science and Technology Text Mining of PBL and CI, to provide a knowledge map for researchers and practitioners; (2) using FDM, FAHP and FSSM are innovative research methods; (3) the hierarchy of PBL competence indicators is an important reference for analysis, design, development, implementation, and evaluation of CBC.
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