| 英文摘要 |
In recent years, due to dynamic changes of social and economic systems, technological and vocational education in Taiwan has been constantly undergoing reforms, of which the official changes in technological colleges to technological universities are obvious examples. However, by examining current curriculum planning at technological universities or colleges, curriculum content is not different from general universities. Furthermore, the curriculum development cannot exhibit the essence of technological and vocational education, namely, the importance of hands-on experiences and applied skills. By taking the engineering field as an example, this study aimed to explore the differences in curricula between engineering and technology education in Taiwan and the USA. In the literature review, the evolutionary conception of engineering and technology education in USA serves as theoretical foundation in this study. As a research method, this study adopts Bereday’s four-step analysis model to compare the curriculum structure between engineering and technology education in Taiwan and the USA from different analytical perspectives. After the comparison with the USA, this study summarizes four differences that describe current curriculum development of engineering field in Taiwan. These are: (1) lack of significant curriculum norms and standards, (2) the curriculum of engineering and engineering technology education only shares the same standards, (3) lack of curriculum development in engineering technology education, (4) mathematics, sciences and professional courses without significant differences between different school systems on engineering and engineering technology education. Finally, this study proposed seven suggestions as references for future curriculum reforms at technological universities in Taiwan. |
