升學與就業導向併存之德國後期中等職業教育分化課程探究

本研究旨在探討德國後期中等職業教育就業導向和升學導向課程之分化，獲致發現如下：一、學校類型多元，但就業或升學教育目標各自定位明確，升學導向修業年限固定，就業導向修業年限視培訓職業而定；二、專業類科設置不同，升學導向之類別較廣泛，就業導向則分類細且專精；三、專業課程目標與科目不同，升學導向為專業發展預備，就業導向為立即就業力養成與職業資格取得；四、就業導向重視專業課程，業界實習時數高，課程內涵需符合聯邦或各邦規定；五、就業導向之英、數、自等科目重視專業連結及職業情境應用，修習時數較低；六、生涯專精課程依學生生涯適性需求提供增廣、補強或加深學習，但二元制職業學校需經業界同意方能開設；七、就業導向職業學校可設置高等教育升學課程，但須遵守入學資格協議並延長修業年限。最後提出對國內後期中等職業教育課程之啟示。 This research, under a comparative education approach, aims to explore the academic- and employment-oriented curricula (AO & EO) of upper secondary vocational schools in Germany. The key findings below include several aspects. First, the schools are diversified in their own educational goals and various length of studying years in the EO. Secondly, the EO curricula are designed much more for occupational training than those in AO. Additionally, all subjects with objectives offered are various, either to train students' academic skills in the AO, or to train their job skills needed for different occupations, together with some job qualificationspassed required in EO. Next, the EO curricula emphasize the subjects for job training and long hours of working practicum regulated by the federal government or state authority. Moreover, courses like English, mathematics, and natural science in EO receive less study hours, but with contents simulated to authentic job fields. To develop students' further career ability, certain career-specialization subjects are specially offered in the dual system in German vocational schools, approved by the training companies and factories. Finally, the EO vocational schools also set up courses for students to enter higher education once students' admission requirements are met and a longer study period of their learning has been fulfilled. Based on these findings, some possible implications on the curricula are discussed for similar upper secondary vocational education in Taiwan.