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題名:教師職能知識地圖建構法
書刊名:商管科技季刊
作者:鄭滄祥丁淑方
作者(外文):Cheng, Tsang-hsiangTing, Shu-fang
出版日期:2018
卷期:19:4
頁次:頁447-477
主題關鍵詞:知識地圖職能導向課程知識管理知識盤點Knowledge mapCurriculum for competency-based programKnowledge managementKnowledge audit
原始連結:連回原系統網址new window
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  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:5
  • 點閱點閱:8
目前大專畢業生的「學用落差」問題主要源於學生在校所學無法及時與產業需求接軌,因而產業界普遍期待大學教育能進行變革,讓課程的內容朝向「務實增能」與「強化學生就業力」兩大面向來努力。學校教育主要透過教師的課程施教來達成教學目的,教師是課程設計與執行的主要人物,學校管理單位必須先掌握教師的職能分布狀況,方能協助教師們設計出可與產業接軌的職能導向課程,以落實學生「就業力」的培養。緣此,本研究嘗試提出一項教師職能知識地圖的建構法,輔以UCAN的職能架構,建構出一套視覺化的單位職能知識分布地圖,藉以協助教學單位妥善規劃職能導向課程以克服學用落差問題。本研究應用所提出之職能知識地圖建構法於個案系所後,發現本建構法可協助系所導入產業職能架構,進行與產業接軌的課程設計;同時也能利用視覺化知識地圖作為系所發展的溝通工具,規劃教師的發展與增能方向,強化教學品質與教學成果,進而朝向「強化學生就業力」及「倍增學生未來生產力」的目標邁進。
Due to the fact that knowledge and skills acquired by students in their higher education fail to meet the industries' demand has led to a mismatch between education and the labor market. Industry hence calls for higher education reforms in order to develop a curriculum that aims at students' practical skill enhancement and the development of their employability. To achieve this goal, school administrators must first get hold of each teacher's competency before assisting them in designing competence-oriented courses since teachers play an integral part in curriculum design and implementation. Accordingly, this study proposes a method of constructing a teacher competence map, complemented by UCAN framework, and further develops a set of teaching unit-based visual knowledge distribution maps to assist the curriculum planning group in properly designing the competence-oriented courses to bridge the gap between academia and industry. After the target group of the department in this study employing the proposed mapping method, it is found that the proposed method can assist the department to apply the occupational competency framework to its curriculum design that is more in line with industry standards. In addition, the visual knowledge maps can be used as a means of communication that helps departments build up strategies for promoting effective teacher development and empowerment that ultimately boost the quality and outcome of the teaching. It is expected that these strategies could help students increase their employability and productivity in the future.
期刊論文
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3.Eppler, M. J.(2006)。A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing。Information Visualization,5(3),202-210。  new window
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7.林俊彥、陳幼珍(20150800)。美國與香港職能發展經驗及其對我國美容美髮職能基準發展之意涵。技術及職業教育學報,6(2),43-66。  延伸查詢new window
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13.Guasch, T.、Alvarez, I.、Espasa, A.(2010)。University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience。Teaching and Teacher Education,26(2),199-206。  new window
14.Hao, J.、Yan, Y.、Gong, L.、Wang, G.、Lin, J.(2014)。Knowledge map-based method for domain knowledge browsing。Decision Support Systems,61,106-114。  new window
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16.Liu, D. R.、Ke, C. K.、Lee, J. Y.、Lee, C. F.(2008)。Knowledge maps for composite eservices: A mining-based system platform coupling with recommendations。Expert Systems with Applications,34(1),700-716。  new window
17.LV, Yan-jie、Zhao, Gang、Miao, Pu、Guan, Yujie(2013)。Construction of intelligence knowledge map for complex product development。Journal of Engineering Science and Technology Review,6(3),82-87。  new window
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19.Watthananon, J.、Mingkhwan, A.(2012)。Optimizing knowledge management using knowledge map。Procedia Engineering,32,1169-1177。  new window
20.徐昌慧(20081100)。澳洲技職教育與訓練之品質保證機制。評鑑雙月刊,16,35-38。  延伸查詢new window
21.Westera, W.(2001)。Competences in education: A confusion of tongues。Journal of Curriculum Studies,33(1),75-88。  new window
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23.Kim, S.、Suh, E.、Hwang, H.(2003)。Building the knowledge map: an industrial case study。Journal of Knowledge Management,7(2),34-45。  new window
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27.Liebowitz, J.、Rubenstein-Montano, B.、McCaw, D.、Buchwalter, J.、Browning, C.、Newman, B.、Rebeck, K.(2000)。The knowledge audit。Knowledge and Process Management,7(1),3-10。  new window
28.Gilis, A.、Clement, M.、Laga, L.、Pauwels, P.(2008)。Establishing a competence profile for the role of student-centred teachers in higher education in Belgium。Research in Higher Education,49(6),531-554。  new window
會議論文
1.楊深坑、黃嘉莉、姚佳雯(2011)。教師素質及其改革措施之國際比較。社會變遷與教師地位之轉變國際學術研討會。臺東市。  延伸查詢new window
2.Eppler, M. J.(2001)。Making Knowledge Visible Through Intranet Knowledge Maps: Concepts, Elements, Cases1-10。  new window
3.Hartman, F.、Bann, C.、Barton, B.、Pearce, K.(2015)。Making a Difference: Faculty Development in Competency Based Education。2015 Collection of Papers of Annual Conference on Higher Learning Commission。  new window
4.Jalalimanesh, A.、Yaghoubi, S. M.、Homayounvala, E.(2012)。Organizational Knowledge Explorer: Architecture, Designing and Prototyping。Malaysia, Malaysia。523-528。  new window
5.Liu, P.、Li, X.(2011)。The Application of Expertise Knowledge Map in Human Resource Management。Wuhan。1-4。  new window
6.Moradi, R.、Mirian, M. S.(2014)。Role-Based Knowledge Mapping: An Operational Decision Support Media for Research Purposes。Tehran。37-43。  new window
7.Yasin, F.、Egbu, C.(2011)。Critical Steps to Knowledge Mapping in Facilities Management。Bristol。603-612。  new window
8.Zhang, Y.、Zhang, C.、Feng, T.、Liu, S.(2010)。An Approach for Constructing Knowledge Map Embedded in the Social Relationship Network。Guangzhou。1750-1754。  new window
圖書
1.Tiwana, Amrit(2000)。The knowledge management toolkit: practical techniques for building a knowledge management system。Prentice-Hall。  new window
2.Logan, D.、Caldwell, F.(2000)。Knowledge Mapping: Five Key Dimensions to Consider。Gartner Group。  new window
3.Probst, Gilbert、Raub, Steffen、Romhardt, Kai(2000)。Managing Knowledge: Building Blocks for Success。John Wiley & Sons。  new window
其他
1.教育部(2012)。認識UCAN--從職涯類型到就業途徑--增加對未來職涯的想像力,http://yes-ucan.blogspot.com/2012/02/ucan_1604.html。  延伸查詢new window
2.勞動部勞動力發展署(2017)。職能基準發展指引,https://icap.wda.gov.tw/Knowledge/Knowledge_downLoad.aspx。  延伸查詢new window
 
 
 
 
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