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個人特質學習情境與大學會計系學生職業取向之關係西文娟, XI, WEN-JUAN Unknown Date (has links)
論文內容一共五章十五節,合計約五萬餘字。
第一章 分三節,分別為研究動機與目的、研究假設、研究架構與論文結構。
第二章 相關文獻之探討,包括職業理論的淵源與發展,職業發展的意義,職業價值
觀及與職業取向有關之因素。
第三章 研究方法,包括抽樣及施測過程、測量工具及分析方法。
第四章 結果與討論。
第五章 結論與建議。
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從現象學角度探討大學學生領袖校園課外活動經歷的意義 = The out-of-class experiences of university student leaders : a phenomenological approach關綺雲, 01 January 2002 (has links)
No description available.
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我國公立大學教師教學評鑑之研究 / A study on teaching evaluation in public universities in Taiwan陳琦媛, Chen, Chi Yuan Unknown Date (has links)
本研究旨在瞭解目前我國公立大學教師教學評鑑作法及實施上的優缺點,進而發展一套大學教師教學評鑑項目與指標及評鑑實施方式,最後提出有效提升我國當前大學教師教學評鑑作法之建議。文獻探討方面,主要瞭解「大學教學評鑑基本理論」、「大學教學評鑑相關研究」和「國外大學教學評鑑之設計與執行情形」。研究方法方面,本研究採用文件分析法、訪談法和德懷術專家問卷調查法蒐集本研究所需資料。透過文件分析法分析41所公立大學所訂定之教學評鑑辦法、教師評鑑辦法、教師升等辦法、教師教學服務成績考核辦法、優良教學教師評選辦法、教學意見調查表等內容,以瞭解目前公立大學教師之教學評鑑作法。並訪談15位分別於15所公立大學任教之教授,專長含括文、理、商、醫、農、工、社科、藝術、傳播、資電、運管、教育、生命科學、體育等領域,以及3所公立大學學生會會長,以瞭解目前公立大學教學評鑑實施方式之優缺點,及採用同儕評鑑、校友評鑑和公開教學評鑑結果的適切性。更邀請10位專精高等教育教學評鑑之專家學者組成德懷術專家小組,進行3回合德懷術專家問卷調查,以發展大學教師教學評鑑項目與指標及評鑑實施方式。茲將本研究之結論羅列於下,並依據結論提供有效提升大學教師教學評鑑設計之建議。
壹、結論
一、我國公立大學教學評鑑作法之特色和優點
(一)目前我國公立大學定期於學期末舉行教學意見調查,升等和教師評鑑時尚採用授課大綱、論文指導情形、授課時數、課程內容、教材研發、優良教師獲獎和他類課程支援等評鑑項目。
(二)目前我國公立大學教學評鑑之比重,於升等時教學績效比重較低,教師評鑑時教學績效比重較高且調整空間較大。
(三)國內半數以上公立大學設有教學優良教師遴選辦法,由特定委員會負責遴選作業,以鼓勵教學優良教師。
(四)目前國內公立大學最重視亦最普遍之教學評鑑方式為教學意見調查。調查內容主要著重「教師教學情形」、「學生學習成效」、和「課程綜合評述」,並輔以「學生背景資料」調查。
(五)目前國內公立大學教學評鑑作法具有形式上之提醒和警惕作用,可砥礪教師更用心於教學,提升個人教學品質。並藉以了解本身教學和學生學習情形,可作為規劃課程及調整教學方法之依據。
二、我國公立大學教學評鑑執行上之問題
(一)目前公立大學對於教學評鑑結果並無明確之獎懲和追蹤機制,教學評鑑結果對於教學品質之影響並不明顯。
(二)目前公立大學過於強調教師研究績效,間接抑制教師對於教學之熱情和付出。輕忽大學身為教育機構必須擔負之學生教學責任,可能導致未來教學績效每況愈下之隱憂。
(三)多數公立大學採用同一版本教學意見調查問卷評鑑多類課程,無法真實反應各類課程教學情形。
(四)目前公立大學教學意見調查之學生樣本無法掌握,認真填寫之學生亦未必能完整反應真正意見,開放意見填寫人數過少,調查結果並非完整且具代表性,評鑑結果之正確性和助益性有待評估。
(五)目前公立大學所執行之教學意見調查,學生之評分標準易受課程難易、給分情形、教師要求和本身能力所影響,不一定客觀呈現實際教學良窳,應避免作為教學評鑑唯一參考。
三、採用同儕評鑑、校友評鑑和公開評鑑結果之適切性
(一)同儕評鑑雖可借重教師專業以提供教學評鑑重要資訊,但因涉及教師間之相處問題,彼此人際關係良窳、資歷深淺、身分尊卑等原因可能影響評鑑標準之公正性,無法真實反應教學情形。
(二)同儕評鑑之時間、人員和標準難以規劃,教師教學可能因同儕評鑑而受到干擾,或因此調整教學方式以配合評鑑,最後淪為單堂課程教學演示,徒增教師工作負擔,無法深入且完整瞭解教學情形。
(三)全面公開教師教學評鑑結果,雖可做為學生選課參考並惕勵教師提升教學品質。但可能導致教師為提高評鑑成績而改變教學內容或評分方式,僅迎合學生喜惡而非改善教學品質,讓學生以教學評鑑分數評斷教師教學良窳並不妥適。
(四)畢業校友之意見具實用性,但教師每年教學方式持續調整進步,校友對學校事務關切度和瞭解度未必正確,因此,畢業校友之教學評鑑應著重於課程內容規劃是否有助於工作職場需求,而非評鑑教師個人教學優劣。
四、大學教師教學績效評鑑項目與指標及實施方式之規劃
(一)採用單一教學評鑑項目與指標作為升等、教師評鑑、教學評鑑之共同參考依據,並針對不同指標給予不同權重計分。
(二)包括三大教學評鑑面向、十項教學評鑑項目和三十四項教學評鑑指標,其中「教學歷程」最受重視,其次為「教學成果」,再其次為「教學投入」。
(三)採用教師資料提供、同儕教師專業審查、學生意見調查和系所資料審查之多元評鑑人員和評鑑方式。其中學生意見調查應可作為最基礎之評鑑方式,並輔以同儕評鑑以兼顧其專業性。
(四)規劃配合每學年定期舉行之教師評鑑,具備教學成長、人事決策、後續追縱輔導和獎懲機制之教學評鑑流程。
貳、建議
一、對大學教學評鑑制度規劃之建議
(一)應正視當前重研究輕教學之情形,建議設立教學型和研究型教師之制度,減輕教師研究負擔,並提升教學之重要性。
(二)建議設立教學評鑑結果之追蹤輔導和獎懲機制,促使教學評鑑確實發揮提升教學品質之功能。
(三)教學評鑑應和教學專業發展結合,形塑教學專業成長乃教師生涯重要任務之概念,使教師有意願於教學專業之提升和教學評鑑工作之協助。
(四)於學校中建立常設性教學專業成長和教學評鑑單位,提供教師專業相關協助,使其從教學評鑑的被動者轉化為主動者。並規劃評鑑能力培訓課程,以培育評鑑人員定期進行深入且連貫之教學評鑑工作。
二、對大學教學評鑑內容及方式之建議
(一)目前國內公立大學教學評鑑作法以教學意見調查結果為基礎,教學優良教師遴選為鼓勵,兼具全面和拔尖之優點,應繼續維持。
(二)教學評鑑應採多元且客觀之評鑑標準,以提升教學評鑑之公正性。建議參考本研究所研發之「大學教師教學評鑑項目與指標及實施方式」規劃教學評鑑制度。
(三)建議採用焦點團體、評鑑者和受評者討論機制,以使評鑑結果發揮最大效果,並彌補教學意見調查不足之處。
(四)借重同儕教師之專業,協助評鑑教材內容選用之專業性,以避開同儕進行教學評鑑可能面臨之問題,作為推動同儕評鑑之初步作法。
(五)校友評鑑著重於課程內容之實用性,可作為系所課程規劃或教師課程設計之參考資料。
(六)建議由即將畢業的學生票選系所教學最優良之教師,歷年統計下來將可獲得學生心目中教師教學情形之數據資料。
三、大學教學意見調查實施之建議
(一)教學意見調查問卷題目之設計應更具體,並設計可配合不同性質課程進行調整之彈性機制。
(二)設法提高學生填寫教學意見調查表以及開放意見之意願和誘因,以提高樣本之充足性,並設立問卷篩選機制,促使調查結果更具正確性,確實發揮協助教學品質提升之功能。
(三)僅公布教學意見調查結果優良之課程,以取代全面公布教學評鑑結果,應可提升教學品質、提供學生選課參考,並避免增加教師教學壓力之效果。
四、大學教學評鑑未來研究相關建議
(一)「大學教學成果評鑑項目與指標」之研發。
(二)「同儕評鑑專業審查可行性」之調查。
(三)「我國私立大學教師教學評鑑」之研究。
(四)本研究「大學教學評鑑項目與指標及實施方式」可行性調查。 / The purpose of the research is to explore the teaching evaluation system in public universities in Taiwan and to develop a model for teaching evaluation criteria and process. The research adopts documentary analysis, interview and Delhi questionnaire survey to achieve the purpose of the study. First, the researcher analyzed the prescripts and documents about teaching evaluation in 41 public universities to explore the teaching evaluation system now executed in schools. Then, the researcher interviewed university students and teachers who major in Liberal Arts, Science, Social Science, Medicine, Engineering, Bio-Resources and Agriculture, Management, Public Health, Electrical Engineering and Computer Science, Law and Life Science to find the difficulties and problems of the evaluation system. At the same time, the researcher tried to develop a model of teaching evaluation criteria and process with Delhi questionnaire survey, and adopt AHP to analyze the data to get the indicators’ weights.
The major findings were summarized as follows:
1. The characteristics of the teaching evaluation in public universities in Taiwan:
(1)All public universities hold student ratings of instruction in the end of each semester; it’s the most prevalent way to evaluate teaching.
(2)The universities will evaluate the syllabus, essay instruction, teaching hours, curriculum materials, excellent teaching rewards and curriculum support when promotion and teacher evaluation in process.
(3)Most universities ask better instruction accountability in teacher evaluation than in promotion.
(4)Half of the public universities have selection systems for excellent teaching teachers.
2. The problems in carrying out the teaching evaluation system:
(1) We need to establish the feedback and punishment mechanism for the teaching evaluation.
(2) Both instruction and research ability of college teachers should be equally emphasized, not just emphasize the research accountability.
(3)Most universities use the same content questionnaires to evaluate different kinds of curriculum, and also can’t control the sample of student rating; this will reduce the accuracy of evaluation result.
(4)The instruction rating from students may be influenced by the material, grades, instructional styles and student’s ability; we should try to use multiple evaluation data to make the evaluation results more correct.
3.The practicability of peer review, alumni ratings of instruction and teaching evaluation results publication:
(1)The relationship between teachers may affect the objectivity and fairness of peer review.
(2)The time, people, and criteria of peer review are difficult to arrange, and teachers may change the teaching way to match the evaluator’s favor, this may only increase the burden of teachers but can’t help evaluators catch the whole picture of teaching.
(3)Publication of teaching evaluation result may make teachers change the material and grading to match the students favor to have better rating score; this may not improve the qualities of teaching but increase the pressure of teachers.
(4)The opinions of alumni can give suggestion to teachers to adjust the content of material but can work as the criteria of instruction.
4.The characters of the teaching evaluation criteria and process developed by this research:
(1)Adopting an assortment of evaluation indicators with different weights for promotion, teacher evaluation and teaching evaluation.
(2)Adopting documentary audition, peer review, students rating for multiple evaluation methods.
(3)Developing a teaching evaluation process for teaching progression, promotion decision , evaluation feedback and punishment mechanism.
Finally, several suggestions have been made for developing and improving the teaching evaluation system in universities.
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論我國公私立大學學雜費管制之法制與合憲性 / A Study on the Regulations and the Constitutionality of the Restriction on Tuition and Fees in Taiwan's Universities林明忠, Lin, Ming-Chung Unknown Date (has links)
本論文主要探討我國目前對公、私立大學所為的學雜費管制之法律基礎、管制目的、司法救濟程序及相關管制法律規範之合憲性等法律問題。本論文係從我國大學學雜費管制方式之流變、管制規範之立法背景與目的等議題出發,再探討現行對大學之學雜費管制措施中,相關的法制架構與行為定性,並具體分析我國學雜費現行管制規範將侵害大學何種基本權利及大學對此可採行的司法救濟程序,最後則檢討目前大學學雜費管制規範之合憲性。
本論文認為,未來我國不應對公、私立大學仍為相同之學雜費管制措施。於公立大學,國家固然可對之為學雜費管制,惟仍應實際考慮各大學間不同之成本支出因素,不應僅以統一數值(例如消費者物價指數年增率、平均每戶可支配所得年增率等數值)作為大學調整學雜費數額之參考標準。而於私立大學,如其可不依靠國家之財政補助而能獨力辦學,國家即不應再對之有任何學雜費管制措施(例如規定調整幅度上限或得否調整學雜費等措施),否則即有違比例原則,應屬違憲。
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大學入學考試制度與教育控制:台灣地區的歷史考察(1949-2001)管美蓉, Kuan, Mei-jung Unknown Date (has links)
大學入學考試 (以下簡稱「大考」)制度,顧名思義,是為了選拔中學生進入大學就讀所形成的考試制度。從國家發展觀點來看,一國高等教育的良窳正是其國力發展的重要指標之一;高等教育的重要目標即在於培養優秀人才,而大考的施行,正是國家得以公平分配高等教育機會的主要手段。半個世紀以來,台灣地區大考制度一直肩負著為大學選才的重要任務,儘管各界對於大考扭曲高中教學、強化升學主義、造成「高分低能」等現象有諸多批評,但它仍能維持高度的公信力,形成一種至高無上的權威,廣泛而持續地影響著好幾代的學生、老師、家長,甚至牽動整個社會。究竟這套原本只是作為大學校院選才工具的大考制度,如何成了高中教育的「指揮棒」?它為何具有如此的影響力?又是透過哪些方式來發揮影響力?其權威感如何形塑?何以能維持其權威於不墜?政府與命題者在大考中扮演什麼角色?如何透過大考達到教育控制的目的?大考與傳統科舉文化有著怎樣千絲萬縷的關聯?又如何深深牽動千萬考生的應試生活?凡此種種,均是本文探究的重點。
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我國大學教師評鑑指標建構之研究 / A study of the construction of taiwan university faculty evaluation indicators洪雅琪, Hung, Ya-Chi Unknown Date (has links)
本研究旨在建構我國大學教師評鑑指標,以供大學做為教師續聘和升等之參考。研究方法部分,先以文獻分析歸納出我國大學教師之三大角色構面和47項教師評鑑指標,並以專家問卷和模糊德菲術問卷進行指標的刪修和確定。接著以多元度量法和集群分析的方式整合大學教師對指標的分類,以建構評鑑構面,並利用模糊德菲術整合大學教師對指標重要性之看法,最後以歸一化之方式求得各構面以及各項指標權重,完成我國大學教師評鑑指標系統。根據研究之結果與分析,歸納主要結論如下:
一、本研究確立我國大學教師評鑑指標,為三大構面共34項指標。指標三大構面依權重高低依序為:研究構面(41%)、教學構面(35%)、服務構面(24%)。
二、大學教師評鑑之服務構面底下分為三個次構面,分別為專業性服務、一般性服務、學生指導。
三、研究構面之下權重最重的指標依次為:1-1.在原創性研究上獲得之榮譽或獎勵(佔7.78%);1-2.在有外審制度之期刊發表論文(佔4.64%);1-3.學術影響力(佔4.53%)。
四、教學構面下,2-1.教學內容的品質與適切性(佔3.54%);2-2.優良教師獲獎(佔3.41%);2-3.教學方法(佔3.14%)。
五、服務構面權重最重的指標為學生指導此一次構面下的指標3-10.指導碩士學位和博士學位學生論文(佔2.25%)權重最重,其次為專業性服務此一次構面下的指標3-1擔任專業期刊的主編或審查委員(佔2.14%)。
本研究依研究結果提出以下建議:
一、對高等教育主管機關之建議。
二、對大學教師之建議。
三、對未來研究之建議。 / The purpose of this study is to construct the Taiwan university faculty evaluation indicators which aim for faculty tenure and promotion. As for research methods, by means of literature review, 47 indicators within 3 main dimensions had been organized as a raw model of Taiwan university faculty evaluation indicators based on which the Fuzzy Delphi questionnaire was developed and the survey was conducted with the sample of higher education experts. Symmetric triangular fuzzy number then was used to analyze experts’ opinion on the importance of each indicator and to help indicator selection. At the next stage, we conduct a concept mapping questionnaire to collect faculty’s opinion about how many dimensions those indicators belong, and use cluster analysis to construct the dimensions of faculty evaluation. Then, we normalize symmetric triangular fuzzy number’s total score to determine the weight of each dimensions and indicators; accordingly, the Taiwan university faculty evaluation indicator system was constructed. The main conclusions are as follows:
1.Taiwan university faculty evaluation indicator system consists of 3 dimensions and 34 indicators in total. The 3 dimensions are: research (accounts for 41%), teaching (35%), and service (24%).
2.The dimension of service consists of 3 sub-dimensions, which are professional service, general service, and student counsel.
3.In the dimension of research, the indicator of honor on original research accounts for the most part (7.78%), and then the indicator of writing papers in reviewed journals accounts for 4.64%.
4.In the dimension of teaching, the indicator of the quality of teaching content accounts the most (3.54%), and the indicator of teaching awards accounts for 3.41%.
5.In the dimension of service, the indicator of advising masters’ and doctors’ theses accounts the most (2.25), and the indicator of serving as an editor or reviewer of professional journals accounts for 2.14%.
According to the conclusions, some suggestions had been proposed:
1. suggestions for higher education administrators
2. suggestions for faculty members
3. suggestions for further study.
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國立大學校院校務基金運作評估研究孫嘉鴻 Unknown Date (has links)
No description available.
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天主教大學教育理念與政策(第二屆梵蒂岡大公會議以後發展之研究) / Catholic University陳錦子 Unknown Date (has links)
本文研究的主要目的有二:其一,天主教與教育的關係如何?其二,天主教會為何興辦大學?天主教大學的使命及特徵為何?天主教大學的教學方法、教學內容有何特別之處?而探討的範圍,則集中在梵蒂岡第二屆大公會議以後發展的情形。
研究發現,教會傳福音就是一種廣義的教育,天主教會自古即興辦學校,大學產生於中古世紀後期,教會對其誕生前之孕育、誕生後之保護、引導、設立,幫助極大,而大學對教會教義之闡揚,亦貢獻良多。
本研究所得結果如下:
一、天主教會與教育之關係:天主教會自古迄今,藉著學校教育不停從事濟世救人的服務事業,透過愛對人生尊嚴及完整人格教育之宗旨,普遍辦各類各級學校培育人才。
二、天主教大學之本質與政府和教會之關係:天主教大學之本質尊重與維護大學的本質同時,也必須遵造教會福傳使命的領導。
三、天主教大學在天主教會內的地位:天主教大學雖然完全配合當地政府的教育制度,但也在各天主教大學設立梵蒂岡教育部之督導室而被指導。大學章程及主要政策必須由教廷教育部核准。
四、天主教大學之目的及使命:天主教大學工作所追求的目標為:(一)知識的整合(二)信仰與理性的對話(三)倫理道德的關注(四)神學方面的展望。天主教大學的使命為:(一)為教會與社會服務(二)牧靈職務(三)文化的交談(四)福傳工作
五、天主教大學教學方法的特徵:(一)注重神學,神學的研究即為神學的科學化的研究。(二)倫理道德的關注方面,則認為大學的階段為不斷追求人生意義及價值觀。
六、宗教與學術,信仰與理性的衝突方面:自創辦大學以來天主教為維護學術自由不曾間斷,教會和大學的目標互補而不相衝突。
天主教大學教育於世界文化貢獻至偉,其所本理念所採政策,因有基督愛與宗教使命作基礎,適應力特強,於學校所在地國家、社會、人民之利益,於教會本身之發展,於全人類之幸福前途軍有積極價值。 / The purpose of this study is to answer the following questions: First, what is the relationship between the Roman Catholic Church and the Education? Second, why does the Roman Catholic Church has established the universities? Third, what are the missions and the charcateristics of the Roman Catholic Universities? Finally, in terms of the methods and the contents of the teaching and learning, what kind of things make the Roman Catholic Universities so different from the other universities?
The results of this study are:
The Church's evangelization work, in a sense, is one kind of education. The universities came out during the late Medieval Ages, and their reformation and thereafter development got much aids from the Church, and Church's doctrines got reasonable reorganization and advancement from them.
I.The relationship between the Roman Catholic Church and the Education:
The Roman Catholic has been undertaking services that helps people, the society and establishing schools of all levels to cultivate people with the aim of love toward human dignity and holistic education.
II.The relationship between the nature of the Roman Catholic Universities and the government:
The nature of the Roman Catholic Universities is to respect and maintain the nature of the universities; at the same time, these universities try to follow the guiding of the church in the mission of evangelization.
III.The Status of the Roman Catholic Universities in the Roman Catholic Church:
The Roman Catholic Universities cooperate with the educational systems of the local governments, but they are supervised by the Education Department of the Vatican.
IV.The purposes and missions of the Roman Catholic Universities:
The overall purposes of establishing the Roman Catholic Universities are :(1)The integration of knowledge;(2)the dialogues between religion and rationality;(3)the concern of ethics and morality; and (4)the vision of theology. The mission of the Roman Catholic Universities are :(1)The services for the church are the society;(2)the pastoral ministries;(3)the dialogue other cultures; and (4)the evangilical works.
V.The characteristics of the methods of teaching and learning of the Roman Catholic Universities are the emphasis of the theology and the concerns of ethic and morality.
VI.The conflicts between the religions and the academy, between faith and rationality:
The Roman Catholic Church never cease defending the academic freedom since the setting-up of the Catholic universities. The aims of the Roman Catholic Church and Catholic Universities are complementary and not conflictiong.
Historical facts testify that it's true the Roman Catholic University Education has made much advantage to the world. Its capacity has filled with religious charity and mission work, so its adjustment ability is such strong that the host country, community and people, even the local church's own development can get much help from it.
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澳門大學修章對大學自治之影響 / Effects of the charter revision on the institutional autonomy of the University of Macau林鈺儀 January 2007 (has links)
University of Macau / Faculty of Education
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澳門大學大一新生社會支持與生活適應之相關研究 / Correlational study of social support and life adjustment among freshmen at University of Macau蔡巧奇 January 2009 (has links)
University of Macau / Faculty of Education
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