The comprehensive high school is one of the tremendous reforms in the post-secondary education of our country to withstand the shift of times. The Ministry of Education adopted the suggestions from the seventh meeting of National Education and started to work intensively on the experimental curriculum of the comprehensive high school in 1996. Therefore, take National Lungtan vocational senior high school as an example to explore this kind of transformation of the formal education system. The aim of this study was to take Lungtan vocational senior high school as an example, and used action research to investigate the process of performing the transform of the comprehensive high school, to find out the difficulties and problems, and to solve its related problems. The findings are as follows: After the comprehensive high school has become one of the formal education systems, for the case of National Lungtan Vocational Senior High School of transforming to the comprehensive high school, this really corresponds with the mainstreams of education. The suitable and best transforming model is for the case of National Lungtan Vocational Senior High School: Under negotiating in advance and getting the common consensus with the faculty in a formal meeting, there are some valuable experiences we got, as follows: (1)The difficulties and policies of curriculum design: (a) The change of teaching hours and the problems of arranging the curricula¡Xto make the teachers who teach the vocational programs instruct the related subjects in order to meet the basic requirements. (b) According to the arrangement of the programs, it is necessary to divide the students into some groups so that it will meet the needs of students, parents, and the school. (2)The problems and solutions for the faculty: (a)Performing the plan of retirement will solve some problems of the faculty. (b)No sufficient teachers are in the academic subjects. To solve this problem, it is efficient to make use of resources around the school-community or hire more teachers from other schools. (c) It is important to solve the surplus for the teachers of professional and vocational subjects. For example, it will work out to make the teachers have advanced studies. (3)The plan and the way to handle the equipment: (a) Because there are no enough facilities to offer the current needs, increasing some professional classrooms reduces the deficiency. (b) The limitations of funds for operation. Thus, presenting a series of improving plans solves the insufficient problems. (c) Actively engaging in the related affairs or plans to get the funds and then to improve the equipment. According to the conclusions, there are some suggestions as follows: A. The strategies of transforming model for the case of National Lungtan Vocational Senior High School can provide some references for both the public and private high schools implementing the comprehensive high school. (1) The conductor¡¦s leading style (especially the principal) will be the key to success in implementing the transforming model. (2) How to transform is a crucial question so it is necessary to have a complete discussions and arrangement before making decisions. (3) With the suitable transforming model, it will reduce the number of the opposite teachers. (4) The suitable and best transforming model for the case of National Lungtan Vocational Senior High School will be more competitive among schools. (5) It is better to tend to the direction of community-united comprehensive high school. B. How to continue to impel the project of comprehensive high school for the case of National Lungtan Vocational Senior High School in the future. (1) For those performing the comprehensive schools, it is essential to get funds for operation in order to enlarge staff¡¦s allocation. (2) Schools should offer many opportunities of selecting classes and then students will have more room for developing their potential ability. Above all, it is better to adopt the middle curriculum. (3) Continue to advocate the ideas to parents and junior high school students. Meanwhile, pay attention to the evaluation for the performing process, and chase the common prospect. (4) Remain to explore the adjusting situation after graduating from the comprehensive high schools entering University.

The aim of the writer in giving the Stenquist Mechanical Aptitude Test as a basis for this study was to try to find a reliable method of selecting the boys to be admitted to the shop classes in vocational and technical high schools.

This study aims at developing curriculum for Computer and Network Engineering major which is relevant to industrial needs. The study employed the qualitative method. The data were collected through an in-depth interview, documentation, and focus group disscussion. The research population comprised of (1) industry practitioners from computer and network engineering industries, and (2) teachers of vocational high schools in Special Region of Yogyakarta. In this qualitative research, the one who became the instrument or tool of the research was the researcher himself. Understanding the qualitative research method and the knowledge related to the field of the research, the researcher was sure that he had sufficient knowledge both academically and technically. The findings of this study consisted of four parts, namely (1) standard competence of Computer and Network Engineering major for vocational high school; (2) the curriculum of Computer and Network Engineering major that is currently implemented; (3) competences in the field of Computer and Network Engineering demanded by industries; and (4) the curricuulum of Computer and Network Engineering major that is appropriate for industrial needs.

Orientador: Jorge Megid Neto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T23:46:25Z (GMT). No. of bitstreams: 1 Moreira_Alexandre_M.pdf: 2063437 bytes, checksum: d606f5c3b5f40648a52b9e5c01bbc97e (MD5) Previous issue date: 2012 / Resumo: Ao desempenhar as atividades de docente e de coordenador no Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina (IF-SC), Campus São José, na área de Telecomunicações, este pesquisador estabeleceu um convívio diário com as dificuldades associadas ao fazer educativo e aos processos de ensino-aprendizagem ali desenvolvidos. Nesse sentido, este estudo se propõe a investigar o processo de formação, de atuação e da prática profissional dos bacharéis-professores (graduados, mas sem curso de Licenciatura) que atuam como docentes na modalidade dos cursos Técnico Integrado de Nível Médio e Pós-Médio no Instituto. O problema de investigação refere-se à seguinte questão: quais são as dificuldades e os desafios teórico-pedagógicos encontrados pelos bacharéis-professores da área de Telecomunicações do IF-SC, Campus São José e quais as ações de superação que eles utilizam para enfrentar ou solucionar essas dificuldades e desafios no processo do seu desenvolvimento profissional? O aporte teórico conta, principalmente, com a contribuição de autores como Tardif, Saviani, Shulman, Gauthier e Pimenta. A pesquisa assume os pressupostos da investigação qualitativa com o uso de questionários e entrevistas semi-estruturadas e uma amostra de onze professores da Instituição. O tratamento dos dados foi feito através de análise de conteúdo. A análise aponta as dificuldades e os desafios dos bacharéis-professores no ensinar e aprender cotidianos de diversas ordens, tais como: o compromisso em assumir disciplinas que não estão relacionadas diretamente com a sua formação face às demandas institucionais; a relação professor-aluno que envolve problemas associados à falta de motivação do aluno e às diferenças individuais de ordem pessoal, cognitiva e sociorrelacional no trabalho e afins; o acompanhamento do avanço dos conhecimentos técnico-científicos e a respectiva contextualização curricular prático-teórica; a falta de oportunidades para trocas de experiências entre docentes e o Suporte Educacional; a limitação para a interatividade reflexiva e contínua no grupo docente durante o ano letivo; a morosidade no tratamento dos processos estruturais para o funcionamento institucional, entre outros. Como ações de superação impetradas pelos bacharéis-professores, a análise sugere que, na sua grande maioria, são atitudes individuais calcadas na própria experiência de vida dos docentes. Entendemos, assim, que os conhecimentos didático-pedagógicos e, por conseguinte, as contribuições advindas da área de Educação, em seu conjunto para o exercício da profissão docente, são minimizadas ou até mesmo desvalorizadas pela maioria dos docentes entrevistados. Concluímos, portanto, que a formação pedagógica inicial e/ou contínua se faz necessária para o desenvolvimento profissional dos professores de Educação Profissional Tecnológica (EPT), na perspectiva de uma formação mais adequada ao desempenho da prática docente e superação de dificuldades e desafios. / Abstract: During my activities as a teacher and coordinator at the Federal Institute of Education, Science and Technology of Santa Catarina, Campus São José, in the Telecommunication Area, I was used to deal with the difficulties of teachers (holders of a bachelor's degree, but devoid of teaching qualification) on their pedagogical involvement-doing in the teaching-learning processes in technical courses. Accordingly, this research aims at investigating the educational process and the bachelor-teachers' professional practices in relation to the Professional Technological Education of high and post-high school integrated courses at the Institute. The investigation problem refers to the following question: what are the difficulties and the theoretical-pedagogical challenges that bachelor-teachers who work in the Telecommunication Area at IF-SC, Campus São José, have to overcome, and what are the actions they are used to come up with in order to find a way of dealing or solving these difficulties and challenges in their professional development process? The theoretical background of this research includes contributions from authors such as Tardif, Saviani, Shulman, Gauthier and Pimenta. This research has a qualitative character, with quizzes and half-structured interviews, which were applied to eleven teachers of the Institute. Data analysis was made through content analysis. The analysis points out several types of everyday bachelor-teachers' difficulties, as well as challenges in their teaching-learning processes, such as: taking responsibility on subjects that are not directly connected to their education degree, due to institutional demands; the teacher-student relationship, which presents problems concerned with the students' lack of motivation, as well as cognitive, social-relational differences at work and so on; monitoring the development of the scientific and technological knowledge and its respective practical-theoretical curricular contextualization; the lack of opportunities for the exchange of experiences between teachers and the Educational Support; the limitation for the reflexive and continuous interactivity in the teachers' group during the school year; delay in the treatment of structural processes for the institutional functioning, and so on. The analysis suggests that most teachers use their personal experiences as a way of overcoming problems in their professional lives. Therefore, we understand that there is a minimization of the didactic-pedagogical knowledge, as well as of the contributions from the Education area to the professional teachers' practices - they were even undervalued by most of the teachers who participated in the interview. Thus, we conclude that the initial and/or continual pedagogical qualification is needful to Professional Technological Education (PTE) teachers' professional development with the purpose of acquiring a straight qualification to their performances, as well as to overcome difficulties and challenges. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

本研究旨在探討高職廣告設計科應屆畢業學生升學就業意願的影響因素，並了解高職廣告設計科應屆畢業生升學就業的現況，包括個人因素、家庭因素、實施教學與輔導計畫，以及不同縣市、性別、主要撫養者學歷、技術士證照與學業成績等對於影響高職廣告設計科應屆畢業生升學就業因素的看法，進而歸納目前高職廣告設計科的缺失及改善之道。 本研究以北、中、南三區公私立高職廣告設計科應屆畢業生為研究對象。配合研究編製影響高職廣告設計科學生升學就業因素之探討問卷調查表，問卷分為「基本資料」及「問卷內容」兩部分，共寄發1,803份，回收1,361份，有效問卷共1,344份，回收率為75%。 研究方法則採取文獻分析、問卷調查，透過文獻分析以作為調查研究分析的基礎。在統計方面的使用上，依背景變項的特性而有差異，在「性別」變項上採用t-test的方法進行顯著性考驗。變項則採用單因子變異數分析（one-way ANOVA）來進行顯著性考驗。一旦達統計上顯著差異者，則進一步採用薛費法（Scheffé method test）來進行事後比較。 本研究歸納出主要結論如下： 一、就父母期望方面，不同性別、不同學校所屬區域、有無廣告設計工作經驗等有其差異性。在希望待遇擁有不同種類證照及張數、學業及實習成績方面則未有顯著性影響。 二、就父母期望方面，主要撫養者年齡、職業、教育程度及每月平均收入不同，則其看法亦有所不同。 三、就對廣告設計的願景上，背景變項不同，如不同性別、不同學校所屬區域、有無廣告設計經驗在希望待遇之影響不顯著。在證照、學業與實習成績上則有顯著的差異。 四、就對廣告設計的願景上，不同的家庭變項，並未呈現顯著的正相關。 五、就對廣告設計的興趣方面，其背景變項不同，亦呈現不同的差異性。如性別、區域、經驗、待遇上無差異性。而證照種類愈多、張數愈多則興趣愈高；學業與實習成績愈高，則興趣愈高。 六、就廣告設計的興趣上，其在家庭變項方面，不同年齡、不同職業之主要撫養者及家庭收入等未有顯著差異；而主要撫養者的教育程度會與其對廣告設計的興趣有顯著的相關性。 七、在個人升學、就業的意願方面，性別、學校所屬區域、有無廣告設計經驗、待遇、證照張數，未有明顯差異；而證照種類愈多，學業與實習成績愈高，則其升學與就業意願愈高。 八、在個人升學就業的意願上，家庭變項不同，亦未有顯著影響。 最後依據研究結果提出以下建議： 一、對教育行政機關建議 （一）重視高職招生不足現象 （二）正視高職升學途徑的困境 二、對學校建議 （一）加強學生專業技能的培養 （二）加強輔導學生取得各類技術士證照 （三）加強產學合作，增加校外實習機會 （四）加強教學體系現代化 三、對學生建議 （一）加強培養帶著走的能力 （二）加強實作能力 / The main purposes of this study are to explore the factors influencing Advertisement and Design (AD) department graduates’ aspiration of further study and employment in vocational high school, to understand the current situation of the students’ further study and employment, and then to suggest the strategy of improvement for AD department. The study adopted literature analysis and questionnaires survey. The total copies of questionnaires were 1803, and the effective responses were 1344, with a return rate of 75 percent. After statistics analysis of the collected data, the main findings are as follow: 1. As for parents’ expectation, the significant differences existed in students’ genders, schools’ areas, AD-related job experience and parents’ ages, education levels, occupation types and monthly income; otherwise no significant differences existed in students’ expecting income, hoping to have more different kinds of licenses and academic achievement. 2. As for the vision of AD, the significant differences existed in students’ hoping to have more different kinds of licenses and academic achievement; otherwise no significant differences existed in other variables. 3. As for the interest in AD, the significant differences existed in students’ hoping to have more different kinds of licenses, academic achievement; and parents’ education levels. 4. As for the aspiration of further study and employment, the significant differences existed in students’ hoping to have more different kinds of licenses and academic achievement. According to the findings, the suggestions are as follows: 1. For the government, put emphasis on the insufficiency of students in vocational high schools and the difficulty in the ways of students’ further study. 2. For the schools, put emphasis on students’ practical skills, encourage students to get more licenses, cooperate with the industry, and modernize the facilities. 3. For the students, put emphasis on the with-going ability and practical skills.

本研究旨在探討我國高職進修學校學生學習動機及學習滿意度的相關影響因素，並以研究結果提供作為高職進修學校與各教育主管機關提升教育品質之參考。 本研究以臺北縣高職進修學校學生為研究對象，並以「高職進修學校學習情況調查問卷」為施測工具進行問卷調查。有效樣本984 人。所得資料以平均數、標準差、t 考驗、單因子變異數分析、皮爾遜積差相關等統計方法加以處理及分析。綜合本研究之結果如下： 壹、台北縣私立高職進修學校學生，就讀台北縣九大行政區中所設立之私立高職進修學校學生，以女性學生佔多數(佔58.9%)，男性學生較少(佔41.1%)。 貳、私立高職進修學校學生之學習動機層面中，較佳為「自我學習信念」、「自我認同」及「自我要求」等因素，但仍應加強自我專業與技能實踐能力。 參、私立高職進修學校學生之學習滿意度層面中，較佳為「課程教材」、「學習教材」、「人際互動」、「生涯規劃」等因素，但仍應加強學習環境之改善。 肆、不同背景變項學生學習動機上有所不同。 伍、私立高職進修學校學生在學習動機與學習滿意度呈現正相關。 陸、私立高職進修學校學生在學生學習動機各因素與學習滿意度各層面之相關呈現正相關。 最後，研究者依據研究所得結果提出幾點建議，作為學校教育、 家長及未來研究之參考。 關鍵字：高職進修學校、學習動機、學習滿意度 / The research aims to explore the relationship and relevant factors between learning motivation and satisfaction of continuation vocational high school students. It would provide references for the authority of educational units and administration of continuation vocation high school to enhance teaching and learning quality. The research takes continuation vocational high school students in Taipei County for studying objects. The questionnaire “Continuation vocational high school student learning situation” was used as a tool and the valid data was collected from 984 students. The data was analyzed and processed through statistical methods such as Average, Standard Deviation, T tests, Single factor variance analysis, and Pearson’s product-moment correlation analysis. Finally, according to the results and investigations, findings and conclusions were come up along with recommendations as follows: 1. The female students who study in private continuation vocational high school in nine main districts of Taipei County is more (58.9%) than that of male ones (41.1%). 2. In the coverage of learning motivation, the continuation vocational high school students pay more concern on the factors such as “Self- monitoring learning belief”, “Self- Identity”, and “Self- development”. However, the schools should teach students how to enhance their professional and practical skills. 3. In the coverage of learning satisfaction, the continuation vocational high school students are pleased with the factors such as “Curriculum materials”, “Learning materials”, “Relationship”, and “Career Planning”. However, the school should improve the quality of learning environment. 4. The students from different backgrounds and family conditions have different learning motivation. 5. There is positive correlation between learning motivation and learning satisfaction of private continuation vocational high school students. 6. There is positive correlation between different factors of learning motivation and learning satisfaction of private continuation vocational high school students. In sum, based on the conclusion of the study, the author suggests some recommendations for school education, parents, and future researchers. Key word: continuation vocational high school, learning motivation, learning satisfaction

本研究旨在探討一批判思考策略「質疑作者法」，如何融入於台灣高職學生的英語閱讀能力養成，以及該策略對學生英語能力的影響。研究以台灣北部某高職38位高一學生為研究對象，為期五週。研究藉由學習單、學習歷程調查、教學觀察日誌、及焦點團體訪談等質性研究方法收集研究資料，再進一步歸納分析，以期廣泛且深入了解「質疑作者法」對於增進學生閱讀能力的效果，並同時得到更為適宜可行的教學應用。主要的研究發現如下： 一、 本研究中大多數學生對「質疑作者法」抱持肯定的態度。不論英語程度高低，該策略使學生獲得有別於過去的閱讀經驗，並同時增進其閱讀興趣及閱讀理解力。 二、 當教學者融入「質疑作者法」於教學活動時，教學者以協助者身分觀察學生對於教學活動的反應，隨時調整活動的進行。 三、 閱讀中的討論使學生能在一個支持的、低焦慮的學習環境中表達意見，並同時主動地建構文章的意義。 四、 本研究中，高成就與低成就學生在批判思考與閱讀能力方面皆有提升。透過「質疑作者法」，低成就學生相較於高成就學生建立較強的自信心並養成更高的閱讀興趣，從而由該策略中得到較多的助益。 根據上述結果，文末呈現教學上的義涵和應用，並對未來相關研究提出建議。 / This action research study aims to investigate the process of fostering reading comprehension ability of EFL vocational high school students by incorporating a critical thinking strategy, namely, “Questioning the Author”, into the English reading teaching activities. A total of thirty-eight 10th graders from a vocational high school in northern Taiwan participated in the present study for a five-week implementation. The data were collected through qualitative methods, including participants’ worksheets, learning surveys using Likert Scale and open-ended questions, the field notes and the teaching logs of the teacher researcher, and the focus group interviews for high and low achievers. The results were analyzed and interpreted with an attempt to have a profound and extensive understanding of the effect of the strategy “Questioning the Author” on students’ reading comprehension ability, along with generating more feasible pedagogical implications. Major findings are as follows: 1. Most students in the present study had a positive perception to the strategy “Questioning the Author”. Despite their different English proficiency levels, the strategy made a difference in their reading experiences, and meanwhile boosted their interest in reading and improved their reading comprehension ability. 2. When incorporating the strategy into teaching activities, the teacher as a facilitator observed the responses from students to modify the ongoing activities. 3. Discussions during reading provided a low-anxiety and supportive environment for students to express their opinions and construct meanings actively as well. 4. Although both high and low achievers made progress in their critical thinking and reading ability, the latter benefited more from the strategy than the former, for they developed more interests in reading as well as obtained higher confidence in themselves through the strategy. Pedagogical implications and suggestions for future studies are also included at the end of the thesis.

La rénovation de la voie professionnelle en 2009 a abouti à la mise en place du baccalauréat professionnel en trois années de formation après la classe de troisième. Les enjeux sociaux et politiques affichés par le ministère s’articulent autour d’un objectif d’élévation des niveaux de qualification pour favoriser l’employabilité des jeunes. Nous avons contextualisé la mise en place de cette politique dans un secteur de formation particulier, le secteur sanitaire et social. Nous étudions à partir d'écrits scolaires et institutionnels et d'entretiens d'élèves le lien entre, d’une part, les enjeux politiques et économiques nationaux présidant à l’élaboration des diplômes, et, d’autre part, la façon dont les enseignants et acteurs de la formation investissent le nouveau référentiel et ses incidences sur le rapport au curriculum et la construction professionnelle des élèves. / The renovation of the vocational education and training (VET) in 2009 led to the introduction of the vocational baccalaureate in three years of training. The social and political issues raised by the ministry revolve around a goal of raising the levels of qualification to promote the employability of young people. We have contextualized the implementation of this policy in a particular training sector, the health and social sector. We study from academic and institutional writings and student interviews the link between, on the one hand, the national political and economic issues governing the development of diplomas, and, on the other hand, the way in which teachers and VET actors invest in the new curriculum and its impact on the relationship to the curriculum and the professional construction of students.

回溯過去的研究,教師信念對於其教學行為影響非常深遠，但是對於字彙學習策略融入教學這個議題，相關的研究仍然不多。本研究旨在探討高職英文教師對於字彙學習策略融入教學的信念還有實際的教學情形。文獻探討涵蓋字彙教學的發展、字彙學習策略的理論以及教師信念與實踐。 本研究所蒐集到的有效問卷為二百零一份，研究的對象為台灣的高職英文教師。研究方式採用量化的教師問卷佐以質性的教師訪談。共有八位教師參與本研究的訪談。訪談的內容經過整理分析，用來解釋或補充問卷統計的結果。分析問卷時，採用的統計方法有描述性統計、相關係數、單因子變異數分析。本研究的主題如下：(一) 教師信念及教學情形：分別以認知策略、社會策略、後設認知以及學習媒介等策略來探討、(二)教師信念與其實踐情形是否符合，與造成兩者之間不相符的可能原因以及(三)探討影響教師信念與實踐的各種因素。 本研究的主要發現是： 1. 教師對於字彙學習策略融入教學抱持相當正面的態度，而實踐程度是中低等以上。 2. 由於統計顯示教師信念和實踐是正相關，教師實踐和他們的信念大致符合，不過教師所面臨的一些問題如教學時數限制、學生動機、教科書的設計、資源不足等會使他們無法完全遵照其信念於教學。 3. 一些因素如教學年資、教師學歷、學生程度、英語教學時間長短、教師是否參加字彙相關研習，以及是否接觸學習策略相關的研究報告等確實會影響教師的教學信念與實踐。 本研究有助於了解高職英文教師對於字彙學習策略融入教學的信念以及他們實踐的情形，希望能夠提升老師對於策略教學的覺知。研究者對於英文教師、師資培育機構、教育部還有教師書出版社提出建議改善之道，期望能進一步提升高職的英語教學。 / Although research has shown that teacher beliefs play a decisive role in teachers’ instructional judgments and decisions, their beliefs and practices in integrating vocabulary learning strategies have not gained enough attention in the recent English educational forum. This study aimed to explore what attitudes vocational high school English teachers held toward the instruction of vocabulary learning strategies and their practices of the beliefs. Literature review ranged from vocabulary instruction, vocabulary learning strategies to teachers’ beliefs and practices. The participants of this study were vocational high school teachers in Taiwan. The data collection instruments were questionnaire and interview. The former provided mainly quantitative data and the latter qualitative data. A total of 201 valid questionnaires were analyzed and computed by means of descriptive statistics, correlation, t-test and one-way ANOVA. Eight teachers were contacted for the follow-up interviews. Their interview results were utilized to further support and explain the questionnaire data. There were three issues investigated in this study. The first one was teachers’ beliefs and practices in integrating vocabulary learning strategies into their instruction. Teachers’ beliefs and practices of cognitive strategies, social strategies, multiple sources, and metacognitive strategies were discussed. The second was the consistency and inconsistency between teachers’ beliefs and their practices and the possible problems that might cause the inconsistency. The third one was influential factors that affected teachers’ beliefs and practices. Based on the results of the study, major findings were summarized. First, teachers approved highly of the integration of vocabulary learning strategies and the frequency of their practices ranged from low to high. Second, based on the significant correlation of teachers’ beliefs and practices, the relationship was generally consistent. However, teachers were not able to teach what they believed completely. Some of the strategies revealed larger gap due to the problems from the curriculum, students’ motivation, textbook design and teachers’ preparation. Third, variables such as teachers’ teaching experience, educational background, students’ BCT test score, instructional time, teachers’ attendance of workshops and their exposure to related research were found to be significant in affecting teachers’ beliefs and practices. It is hoped that the study can contribute to more understanding of vocational high school teachers’ beliefs and practices in vocabulary learning strategies. Teachers may inspect their teaching process and raise the awareness of integrating vocabulary learning strategies into their teaching. Based on the findings of the study, the researcher further made suggestions to English teachers, teacher education institutes, the Ministry of Education and the textbook publishers. Results of this study might help enhance English teaching in vocational high schools.

本研究旨在探討四技二專英文科測驗與高職英文課程綱要之互動，分別從以下三方面來探討: 一、四技二專英文試題的發展歷程。二、高職英文課程綱要在不同階段的特色。三、四技二專英文科試題與高職英文課程綱要之互動。 本研究採試題定性分析法，以分析81年至97年四技二專英文科試題及76、87、95年教育部所頒布之高職英文課程綱要，同時參考相關之測驗、教學研究論文，探討四技二專英文科測驗與高職英文課程綱要之互動。主要發現如下： 第一， 81-87年四技二專英文科測驗的重點在於僅測驗學生單項的語言知識，且偏重學生的記憶力而非綜合分析的能力，題幹也較少提供足夠的情境及線索供受試者參考。測驗的重點與課程綱要在某方面有相呼應之處，例如著重文法及單項的語言知識；閱讀測驗的取材雖多樣化，設計卻有不當之處；另外, 課程綱要雖重視聽說讀寫技巧, 但測驗僅能測出讀的能力。 第二，88-89 年試題轉變為漸漸著重整合式試題及語言的使用，例如，發音及拼字不再出現，且因課程綱要鼓勵老師使用溝通式教學法，所以測驗的特質亦略具溝通式語文學習，取材的內容著重與生活相關。當時的課程綱要亦有此特色。然聽、說、寫能力並沒有被測驗出來，題幹所提供的線索不足，文法測驗停留於單句的測驗，都是與課程綱要不符合之處。 第三，90-97年為試題產生最大變革的階段，90年教育部成立技專校院入學測驗中心，負責命題、建立題庫、分析試題、開發新題型等工作。因此90年度之後考試題型固定，溝通式語文教學及測驗目標確定，多為整合式題型，題幹有足夠的線索及情境，整體理解重於局部理解。例如：文法測驗併入克漏字測驗, 閱讀測驗需應用閱讀策略。此時的課程綱要著重後設認知理論，要學生培養有效的學習策略，測驗有反應此特色。但聽、說、寫能力並沒有被測驗出來,這違反課程綱要的目標。 此研究結果對於四技二專英文科測驗及高職英文教學有相當的啟示，是值得投注更多關注與研究的領域。