學用合一人才培育機制的規劃與實踐:以逢甲大學推動課程分流經驗為例,ERICDATA高等教育知識庫
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篇名
學用合一人才培育機制的規劃與實踐:以逢甲大學推動課程分流經驗為例
並列篇名
Planning and Implementation of a Talent Nurturing Mechanism with Knowledge–action Integration: Using the Experience of Feng Chia University in Promoting Course Streaming as an Example
作者 鄧鈞文李靜儀
中文摘要

面對快速變遷的社會,高等教育機構如何培育產業升級所需人才,讓學生有能力在接受教育後,有能力迎接尚不存在且還無法清楚說明的工作,是目前教育當局及產業界共同的願景及任務。為有效縮短學生在校所學與職場需求技能間落差,強化學用合一,提升學生就業競爭力,逢甲大學全面推動課程分流計畫,在校內即修訂學生修課相關規定,妥善規劃實務型課程與學術型課程分流配置,邀請業界專業人士共同規劃實務性課程內容,由產學聯盟與教師共同研擬主題,以解決產業實際問題為專題核心,鼓勵教師投入實務性教學,讓學生至校外實習,融合專業知識與實務經驗,最後落實雙迴圈課程機制,進行自我檢視與外部評核。期望透過課程分流方案,讓學生適性發展,培育多元人才,促使產業升級。透過模組課程,不但可提升學生專業知能與就業競爭力,還具引導學生適性發展之功效。

英文摘要

In this rapidly-changing society, a long-term and common challenge for the educational authorities, institutions of higher learning, and the industries at present is the nurturing of talents who meet the needs of the industries and at the same time, the creation of jobs that allow graduates to fully utilize their talents. There is currently a mismatch between the knowledge that students gained in school and the technical abilities needed at the work place. To effectively bridge this gap and strengthen knowledge–action integration to boost their students’ competitiveness in terms of employability, the Feng Chia University had promoted a comprehensive course streaming program. Within the institution, curriculum-related regulations were revised to facilitate the appropriate planning, streaming, and configuration of courses into either the practical or academic category. Professionals from the industries were invited to jointly develop the curriculum for the practical courses, while university– industry alliance members and teachers jointly researched and proposed the themes. This special program focused on solving the practical issues faced by the industries. Teachers were encouraged to partake in practical teaching and to allow their students to participate in off-campus internships, so that the latter would be able to integrate professional knowledge and practical experience. Eventually, a full circle was achieved when the students returned to the course mechanism and carried out self-reviews and underwent external assessments. The course streaming program aimed to facilitate the adaptive development of students and nurture talents with diverse abilities, thereby promoting industrial upgrading. The modular courses not only enhanced the professional knowledge and ability of students and their competitiveness in terms of employability, but were also effective in guiding their adaptive development.

起訖頁 018-030
關鍵詞 多元升等課程分流學用合一multiple promotioncourse streamingknowledge–action integration
刊名 教育研究月刊  
期數 201506 (254期)
出版單位 高等教育出版公司
DOI 10.3966/168063602015060254002  複製DOI
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