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題名:爆炸性環境防爆電氣人員能力模式及課程發展之研究
作者:陳吉祥
作者(外文):Chen,Chi-Hsiang
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:張火燦
吳聰智
學位類別:博士
出版日期:2018
主題關鍵詞:爆炸性環境能力模式課程模組模糊層級分析程序法(FAHP)焦點團體訪談Explosive AtmospheresCompetency ModelCurriculum ModuleFuzzy Analytic Hierarchy Process(FAHP)Focus Group Interview
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本研究旨在發展適合我國的爆炸性環境防爆電氣人員能力模式及防爆電氣課程模組,培育爆炸性環境防爆電氣人員的能力,以符合相關產業需求。首先,來自產官學的8名專家審查該能力模式及課程模組的層級架構並提供修正意見。其次,邀集來自中台灣石化產業具防爆電氣專業的12 名參與者,於2017年8月完成能力模式AHP問卷調查,並進行1場次焦點團體訪談,藉以確認課程模組之完整性、適當性及可行性。統計結果顯示,在防爆電氣人員能力模式及其能力項目、以及防爆電氣課程模組等三部分,12名參與者的看法一致性程度達到可以接受的範圍(consistency index, CI ≤0.1; consistency ratio, CR≤0.1)。
研究結果指出,防爆電氣人員能力包含六個構面,而電氣人員擁有這些能力必須具備35個能力項目。結果顯示,被評定為最為重要的能力構面是「防爆原理應用與危險場所分類」。而35個能力項目中前三名分別是「理解爆炸性環境及防爆原理」、「理解工作場所的安全知識與意識」、及「理解爆炸性危險及危險區域的性質」。研究結果也指出,在防爆電氣課程包含六個模組以及36個課程單元。結果也顯示,被評定為最為重要的課程模組是「安全職責與防爆原理」。最後建議,本研究發展的防爆電氣人員能力模式可作為電氣人員能力驗證之參考架構;而爆炸性環境防爆電氣課程模組,可作為大學院校電氣安全課程或產業實施防爆電氣訓練課程架構。有關當局可實施電氣人員能力驗證,推動防爆電氣訓練課程,以提升產業專業人員的就業競爭力。
The objective of this study was to develop the competency model of explosion-protection electrical workers and the explosion-protection electrical curriculum module for explosive atmospheres, and to improve electrical workers’ competency regarding explosive atmospheres and thus meet the needs of related industries. First, eight panel experts, who served in industry, governmental sectors, and academia, reviewed the hierarchical structure of a proposed competence model and curriculum modules and provided comments for the model’s revision. Next, twelve electrical workers, who were employed in the petrochemical industry in central Taiwan, participated in an analytic hierarchy process survey and focus group interview in August 2017. The statistical results indicated consensus regarding the importance of the competency models and items and the curriculum modules (consistency index ≤ 0.1; consistency ratio ≤ 0.1).
This study revealed that a competency model for explosive atmospheres should consist of six dimensions. To obtain become fully competent, electrical workers must learn thirty-five competency items. The most crucial competency dimension, as ranked by the participants, was application of the basic principles of protection in explosive atmospheres and classification of hazardous areas. All participants agreed that the top three competency items were as follows: (1) understanding explosive atmospheres and explosion-protection principles; (2) understanding workplace safety and safety awareness; and (3) understanding the nature of explosive hazards and hazardous areas. The results also indicated that an explosion-protection electrical curriculum should contain six modules and thirty-six units, with the most critical curriculum module being safety responsibility and the basic principles of protection in explosive atmospheres. Finally, it is suggested that the developed competency model should be a reference framework for certification of personnel competency, and the curriculum modules could be used as safety curricula in university education and industrial training. The relevant authorities may implement certification of personnel competency and promote training courses to bolster individuals’ employment competitiveness.
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