學校創新：以三創跨域學程結構嵌入技術型學校課程系統之偏鄉案例

School Innovation: A Case of Embedding a Cross-Disciplinary CIE Program Structure into the Curriculum System of a Rural Technical School

臺灣東部地區由於地理經濟等因素影響，孕育出許多與都會地區不同之文化特色，而學生的學習態度、技能學習、以及學校重點資源挹注都與都會地區有所差異。當中「創新」是當代經濟的關鍵詞，管理學之父彼得杜拉克Peter Drucker甚至以「不創新，即滅亡」來說明其之於未來經濟時代的重要。要如何在文化背景與資源均與都會區有別之情形下，培養學生具備創新力與思考力，進而具備職場競爭力以面對未來時代，學生創意、創新、創業（以下簡稱三創）能力的培養成了東部地區學校的重點挑戰。為培養學生創新與思考力，進而具備職場競爭力，筆者參考2015年經濟合作暨發展組織（簡稱OECD）所提之系統創新，於臺灣東部地區專科學校有限的師資、課程與資源之組織系統中，提出嵌入融合式設計的三創跨領域學分學程於課程系統內，將原本個別學科導向的課程系統，以結構性的課程變更方式，根本性的改變學校氛圍，形塑創新，預期能達到（1）培養學生提升基礎三創能力，擴展各科學生所學專業；（2）新創作品跨域開發，使學生具備較高之職場競爭力；（3）促進建立產學機制，使學校專業學習與社區有效接軌之目的。除採跨領域、多元教學、知識性、應用性與趣味性的教學方式，並規劃相關活動競賽，鼓勵並積極輔導學生爭取校內外榮譽，從中提升學生就業競爭力。此外，該學程的學生基於創新創業產生之目的，跨科修課自由度相對大，因而有助跨域學習。而同F. Geels與R. Raven（2006）的系統創新擴散的過程觀點，本文章透過辦理三創學程前後在學生新創作品獲獎情形，促進教師學術交流與產學合作之發展，與教師教學創新與環境活絡情形三個面向改變情形的討論，看出運用此組織創新方法設立三創學程後，除達成學程設立目的外，更超乎所求的使學生有更多參與國際競賽或專業研究機會，學校與社區的產學不僅能有效銜接，亦逐步產生創育模式，校際交流開始頻繁並締結策略聯盟。此外，校園學習氛圍亦越發活絡，不僅形成學校特色且可影響至社區。可說明本創新策略，除可促使學校組織內部有效形成創新，亦能影響地方產業經濟。

Due to the influence of geographical and economic factors in eastern Taiwan, many cultural characteristics differ from those in metropolitan areas. As a result, students' learning attitudes, their ability to acquire skills and key resources at schools there are different from those in metropolitan areas. Innovation is the key word of the contemporary economy. Peter Drucker, the father of management, even used the phrase ''innovate or die'' to explain its importance in the future economic era. The authors are seeking how to train students to have the ability to innovate and think creatively despite their cultural backgrounds and resources differing from those in metropolitan areas, in turn obtaining the competitiveness needed for the workplace. The cultivation of students' capacities for creativity (C), innovation (I) and entrepreneurship (E) (collectively referred to as “CIE”) has become a key challenge for schools in this region. In order to cultivate students' creativity, thinking skills and workplace competitiveness, the authors have referred to the system of innovation proposed by the Organization for Economic Co-operation and Development (OECD) in 2015. There are limited faculty, courses and resources at technical schools in eastern Taiwan. In this organizational system, is the authors proposed embedding innovative, cross-disciplinary CIE credits into the curriculum. The originally single-discipline-oriented curriculum system was changed structurally, foundationally changing the atmosphere of the school to promote innovation with the expected outcomes of 1) boosting the students’ foundational CIE skills and expanding the disciplinary scope of each student, 2) promoting the cross-disciplinary development of innovative products to allow students to boost their workplace competitiveness, and 3) promoting the establishment of an industry-academia cooperation system to effectively link learning to the community. In addition to adopting an instructional method that is cross-disciplinary, diversified, knowledge-based, application-based and fun, the curriculum also includes related activities/competitions and encourages and actively guides students to strive for honors inside and outside of school so as to enhance their workplace competitiveness. Furthermore, the purpose of promoting innovation and entrepreneurship in this curriculum includes considerable freedom in cross-disciplinary study and helps with cross-disciplinary learning. Moreover, through related activities, such as awards won by students' projects and the promotion of the development of teachers' academic exchanges and industry-academia cooperation, in the context of teaching innovation and the environment, we can indirectly see related organizational innovation methods that have driven the shaping of the school’s unique characteristics. In addition, it is helping the development of local industries and forming a model of social responsibility for schools of higher education through inter-school exchanges and care for the local culture. As with the concept of systematic innovation diffusion described by F. Geels and R. Raven (2006), this study discusses the changes in the state of awards won by students for projects, the promotion of academic exchanges among teachers and industry-academia cooperation, and the states of innovative instruction and environmental activation after implementing the CIE curriculum. The results show that using an organizationally innovative method in establishing the curriculum has not only allowed the program to become well-established but also has had the effect of inspiring more students than expected to enter projects in international competitions or obtain opportunities to participate in discipline-specific studies. The cooperation between the school and the community not only effectively created a more innovative education method but also led to more frequent exchanges and strategic alliances among schools. Furthermore, the learning atmosphere at the school was activated, in turn producing an effect on the community. Thus, the strategy boosted innovation within the school culture and even had an influence on the local industry and economy.