國民小學學生關鍵能力指標建構之研究

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題名:
國民小學學生關鍵能力指標建構之研究
著者: 鄭義勳; Cheng, I-hsun
鄭新輝; Hsin-Hui Cheng; 教育學系課程與教學碩士班
主題: 關鍵能力; 指標建構; 德懷術; 權重分析; 層級分析法; The Delphi Technique; Analytic Hierarchy Process; The Weight of Analysis; Index Construction; Key Competency
描述: 本研究旨在建構一套「國民小學學生關鍵能力指標系統」，主要的研究目的為（1）建構出適用於國內之國民小學學生關鍵能力指標；（2）分析各項國民小學學生關鍵能力指標層面的相對權重；（3）歸納研究結論與建議，供教育行政決策與教育實務工作者參考。在研究方法部份先針對8 位實務工作者進行一次可用指標問卷調查後，再採用德懷術研究方法，請15 位實務工作者及學者，進行兩回合的德懷術問卷調查，取得參與專家成員共識後，同時再採用層級分析方法，利用相對權重問卷調查，獲得指標相對權重分配情形，進而建構出「國民小學學生關鍵能力指標系統」。本研究的關鍵能力指標系統共有3 大構面、17 層面及68 個具體指標。其構面內容及權重包括：（1）自我發展構面（0.536），包括6 個層面：了解自我（0.199）、生活潛能（0.071）、欣賞與表現（0.046）、情緒控制與管理（0.141）、使用語言符號和文字（0.045）、生涯規劃終生學習（0.034）及24 項具體指標；（2）人際互動構面（0.292），包括6 個層面：與他人溝通與分享（0.078）、尊重與關懷他人（0.088）、團隊合作精神（0.054）、文化學習與國際理解（0.017）、擔負社會責任（0.028）、與自然和諧共存（0.026）及24 項具體指標；（3）問題解決構面（0.172），包括5 個層面：規劃組織與實踐（0.059）、運用科技與資訊（0.026）、批判思考與獨立思考（0.038）、創意思考與解決問題（0.025）、主動探索與研究（0.024）及20 項具體指標。本研究建構之國民小學關鍵能力指標系統，能提供教育行政機關推相關活動方案之參考；同時可作為教學實務工作者及家長教育小孩之參考。
This study aims to construct a national system of the key competency indicators for elementary school students. The three major purposes of the study are: (1) Constructing the key competency indicators suitable for elementary school students, (2) Analyzing the relative weight levels of the key competency indicators, (3) And drawing conclusions and suggestions for the reference of education policy making and educators in schools.As for the study method, a survey of indicators was first conducted with 8 educators in schools as subjects. Second, 15 educators and scholars went through two rounds of Delphitechnique survey. After the consensus is formed, the key competency indicators are further established with the analytic hierarchy process and the relative weight distribution research.In this study, the key competency indicator system ncludes a total of 3 dimensions, 17 levels and 68 specific indicators. Their contents of dimensions and the weights include: (1)The dimension of self-development (0.536), involving six levels: understanding of oneself (0.199), potential in life (0.071), appreciation and performance (0.046), emotional control and management (0.141) , the use of language symbols and text (.045), career planning and lifelong learning (0.034) and other 24 specific indicators; (2) Interpersonal dimensions (0.292), consisting of six dimensions: communicating and sharing with others (0.078), respecting and caring for others (0.088), teamwork (0.054), cultural learning and international understanding (0.017), shouldering social responsibility (0.028) living in harmony with nature (0.026) and other 24 specific indicators; (3) Problem-solving dimensions (0.172), including five levels: the planning and practice of an organization (0.059), the application of technology and information (0.026), critical thinking and independent thinking (0.038), creative thinking and problem-solving (0.025), activeexploration and research (0.024) and other 20 specific indicators.The system of the key competency indicators for elementary school students established in this study can serve as references of activities promoted by educational authorities as well as references for teachers and parents.
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建立日期: 2012
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1135
資源來源: NUTN IR

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國民小學學生關鍵能力指標建構之研究

鄭義勳; Cheng, I-hsun 鄭新輝; Hsin-Hui Cheng; 教育學系課程與教學碩士班 2012

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