| Summary: | 碩士 === 國立臺灣師範大學 === 圖文傳播學系 === 96 === As the globalization development, the traditional manufacturing with it’s low efficiency and inconsistent quality technique has replaced by the automatic production process. Since 1998, The Ministry of Education has been impetus and scheme Technological and Vocational Education unity curriculum system. However, the new curriculum has been officially applied in September, 2006. There fore, under this circumstance, the gap between current and former curriculum are arose.
Each school follows the curriculum which was set by The Ministry of Education and clusters as their main trunk, and then aim the characteristic of each school to modify their own curriculum. However, most of them are focus on the differences between the characteristic of each school and fundamentals of reformed curriculum. But less of them are emphases on the professional ability of the lecturer after formation.
By means of document’s method of analysis, we know that each school increase their design and multimedia curricula on Graphic Communications area while decrease printing curriculum. The professional Competence can be divided into 4 areas and 113 items according to the method of Delphi after the provisional fundamentals of 95 semester come into operation; which can also be separated into two types as teacher’s ability reference: Professional Knowledge Ability and Professional Technological Ability. Furthermore, the experts have suggestions about the organization of teacher’s qualifications as follows: (1)Formulating the strategy in response to transition. (2)Improve the Original conditions. (3)Assess the Professional Ability effectively.
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