科技部專題研究計畫主持人
MOST 107-2410-H-160-011-SSS
職涯形成支援與大學教育的實踐性-從越境學習的觀點探討企業實習之教育成效
Career Development Support and Educational Practices in Universities:A Discussion of Educational Effectiveness of Internship in Enterprises from the Perspective of Cross-boundary Learning
科技部
Ministry of Science and Technology
文藻學校財團法人文藻外語大學日本語文系(科)
Wenzao Ursuline University of Languages, Department of Japanese
董莊敬
Tung, Chuang-Ching
日本語文系
Department of Japanese
董莊敬
副教授
0931747592
eric@mail.wzu.edu.tw
計畫執行期間起:2018-08-01
計畫執行期間迄:2019-10-31
2018-12-06
2020-03-20
具企業實習經驗的學生或畢業生
1
004,007
01
職涯形成支援;越境學習;企業實習;合法的邊緣性參與;教育成效
career development support;cross-boundary learning;internship in enterprises;legitimate peripheral participation (LPP);educational effect
近年來,有鑑於年輕人高學歷高失業率及學用落差日趨擴大的社會 背景下,為有效改善大學生畢業生學用落差的問題,教育部透過推動一系列的相關策略,藉以提升學生與教師的實務經驗,期許讓學生能夠畢業後順利地轉銜職場,發揮大學教育應有的「實踐性」之教育機能。此外,「技術及職業教育法」於2014年立法院三讀通過 ,並於2015年1月14日公布實施。由於「技術及職業教育法」的公布 實施,「職涯教育」亦具備了法定的地位。從技職教育相關策略、「技術及職業教育法」乃至於「技術技職業教育政策綱領」等的公布實施,從制度面重新審視高學歷高失業率及學用落差的問題,並重新建構技職教育師資及課程的實務化。在課程實務化的重要的目標之一,亦即為「企業實習課程化」。透過企業實習能夠強化學生的實務能力外,更能夠讓教師與產業建立連接點,進而促進產學合作。因此,深入探討企業實習的教育成效,對今後提升整體實務課程的「質」及發展是有相當大的助益。據此,本研究將以「越境學習」的視點,從學校的「場域」轉移至企業的「場域」,聚焦於透過場域轉換以促進個人學習之「場域」的機能。越境學習之企業實習,參與企業實習學生,越過學校的境界至企業實習,作為一位與企業環境相異的他者,在融入企業組織的過程所遇到的「融合」與「衝突」的情境,並以實證研究的方式,探討企業實習的學習資源 。本研究將以實踐社群合法的週邊參與論、越境學習論作為本研究 的分析的方式。
In the recent years, due to social backgrounds such as high unemployment rate among those who are highly educated and a wider gap between learning and working, in order to effectively bridge the gap between learning and working, Ministry of Education has promoted a series of relevant strategies to enhance practical experiences of students and teachers with the aim to assist graduates to smoothly connect to the workplaces as well as to realize educational function of university education for being “practical.” Additionally, the “Technical and Vocational Education Act” was ratified by the Legislative Yuan after the third reading in 2014 and was promulgated on January 14, 2015. Thus, the legal status of “Career Education” was determined. From the announcement to the implementation of relevant strategies of technical and vocational education, the “Technical and Vocational Education Act” and the “Policy Guidelines of Technical and Vocational Education,” high unemployment rate among the highly educated and the gap between learning and working have been reexamined systematically, teachers of technical and vocational education have been retrained, and practical courses have been taught. Among important objectives of practical courses, “internship courses” has been emphasized. Through internship program in enterprises, students are enhanced with practical capabilities and teachers are assisted to build connections with the industry so as to facilitate cooperation between academia and the industry. Thus, through the discussion on educational effectiveness of internship in enterprises, significant benefits of “quality” improvement and development of overall practical courses can be identified. Hence, this study from the perspective of “cross-boundary learning” shifts the learning field from “school” to “enterprise” with the focus on field change to facilitate the function of learning “filed” for individuals. Learning in enterprises with the mode of cross-boundary learning transcending from schools to enterprises and as others in the different environment of enterprises, we examine learning resources of internship in enterprises by addressing scenarios of “integration” and “conflict” during the process to incorporate with business organizations. This study uses roundtable discussion and cross-boundary learning theory legitimate to community of practice for analyses.
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