基礎生物電子技術所需之電機電子專業能力項目研究

A Study to Identify Professional Competence Items in Electrical Engineering and Electronics as Required Basic Bioelectronics Technologies

本研究旨在建構基礎生物電子技術所需之電機電子專業能力項目。首先，藉由「文獻分析」、「深度訪談」、「專家座談會」及「焦點團體訪談」等方法，訂定基礎生物電子技術課程設計理念，並探討符應高職教育目標並適合學生學習之基礎生物電子技術內涵。其次，透過「專家座談會」，審查自編之「基礎生物電子技術所需之電機電子專業能力項目研究問卷」的內容；且對曾參與本研究訪談與座談之專家，實施問卷調查；所得資料再採用平均數、標準差、眾數及柯－史單一樣本考驗等統計方法，來檢核各專業能力項目的一致性程度。最後，本研究彙整研究結果，認為生物電子技術中之生物機電技術和生物檢驗電子技術，最適合導入高職專業與實習課程中，所需的電機電子專業能力項目，前者計有技能項目14項、知識項目34項，後者則計有技能項目14項、知識項目30項；同時，也研製兩則生物電子技術實驗模組範例，期能供高職電機與電子群發展生物電子技術課程參用。

The purpose of the study is to identify and construct a list of professional competence items as required basic bioelectronics technologies. First, “literature analyses,” “in-depth interviews,” “expert symposium” and “focus group interviews” were conducted to establish design concepts for developing a basic bioelectronics technology curriculum and to probe into content of basic bioelectronics technologies that corresponded with the educational goals of senior vocational high schools and was suitable for students to study. Second, “expert symposium” were conducted to review the content of a self-made questionnaire for “the study to identify professional competence items in electrical engineering and electronics as required basic bioelectronics technologies,” then the questionnaire survey was conducted among the experts who had participated in the interviews and workshops in the study. The responses from the questionnaires were then analyzed to examine the consistency level of each professional competence item, using statistical methods including mean, standard deviation, mode and Kolmogorov-Smirnov one sample test. Finally, after all the results were put together, the study found that biomechatronics as well as bioelectronics testing were the two most suitable fields of bioelectronics technologies to be introduced into the professional programs in vocational high schools. The professional competence items in electrical engineering and electronics identified as required basic bioelectronics technologies included 14 skill and 34 knowledge items in the field of biomechatronics and 14 skill and 30 knowledge items in the field of bioelectronics testing. At the same time, two examples of bioelectronics experiment modules were developed in hopes of providing references to electrical engineering and electronics clusters in vocational high schools which were in the process of developing bioelectronics technology curriculum.