A Research of the Factor Affecting the Students Skill Development Cultivated by the Cooperative Education in Vocational High Schools

• Main Authors: Lianq-Tarn, 譚亮
• Other Authors: 鍾瑞國
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/57725719929101745600

碩士 === 國立彰化師範大學 === 工業教育學系在職進修專班 === 90 === ABSTRACT By exploring the factors affecting the students’ skill achievement cultivated by the teaching and managing cooperative classes. Literature review was employed in this study to understand the present status of the cooperative classes. Education in vocational high schools as well the theoretical factors affecting the student’s skill achievement. Hypothesis tests were done accordingly. Questionnaires were used to survey randomly. All the 255 cooperative education students in 89-academic year Sha-Lu Vocational High School worked as the samples to work out empirical research. Data processing was done by SPSS 9.0. The main results of the study were as the following: 1. The cooperative education in vocational high school has the following characteristics: The cooperative education in vocational high schools has practical meaning in vocational education and career training. It is effective in terms of cultivating people, promoting skills, improving the system of professional certificates, spreading cooperation between industries and academies and that of skill examination. Also, it verifies the management of career education and training. 2. The seven background variables of the students’, including grades, classes, basic training classes, cooperative enterprises, parents’ careers, income and educational levels, do not have significant differences in skill achievement. 3. The general and professional subjects, practice grades and skill achievement exhibit the positive association. 4. A Research of factors affecting the skill Development of the plant-school-training center cooperative in the vocational high school gets the stepwise Multiple Regression equation; ＝12.354＋7.922×(school teaching quality)＋10.664×(enterprise instructional quality)－0.478×(prerequisite subject)－5.328×(center teaching quality)－5.770×(learning motivating)；Learning motivating＝0.103＋0.704×(enterprise instructional quality)＋0.306(center teaching quality)； Learning tribute＝ －0.253 ＋ 0.671×(school teaching quality)＋ 0.664 × (learning motivating) － 0.280× (enterprise instructional quality)；Prerequisite subject ＝42.845＋4.524 × (center teaching quality)＋15.819× (learning motivating) －10.246 × (enterprise instructional quality)－1.293 × (educational attitude) .