南部地區高職學校實用技能學程美容科學生專業能力指標之研究

The Research of Southern Taiwan's Vocational School Students' Professional Competence in the Practical Skills of Cosmetics

10.30001/JIES.201312_10(4).0005

盧虹楨(Hung-Chen Lu)；鄭如伶(Ru-Linn Cheng)；廖元民(Yuan-Min Liao)；陳鴻助(Hong-Chu Chen)

職業教育 ； 專業能力 ； 修正式德菲法 ； vocational education ； professional ability ； revised application of Delphi Method

美容科技學刊

10卷4期（2013 / 12 / 01）

77 - 95

繁體中文

就讀實用技能學程之學生大多來自單親家庭、原住民、隔代教養、父母期待不高等經濟及文化弱勢之家庭，畢業後大多因為家庭狀況需幫忙負擔家計，因此進入職場之比例較高。本研究主要目的在於探討如何提升高職實用技能學程美容科學生之專業能力，藉此以作為高職實用技能學程，學生畢業後能順利融入職場增加就業競爭力。研究方法包括專家個別深度訪談、修正式德菲法以及問卷調查法。研究對象包括美容相關產業具有實務經驗且年資10年以上或職位為組長級以上者為業界代表，高職美容科之專任教師為學界代表。研究結果顯示，美容業界視為最重要之能力指標為工作態度與技術能力。美髮業界視為最重要之能力指標為技術能力與工作態度。進ㄧ步比較學、業界看法之差異結果指出，學界在專業能力重視方面依序為工作態度、知識能力、技術能力;而業界則為技術能力、工作態度、知識能力。因此，若以符合實務需求為學校課程之調整導向，本研究建議學校應加強實作之相關課程，以提高學生就業競爭力。

The students who study in the practical skill program mostly come from economically or culturally disadvantaged families, including single-parent families, aboriginal families, grandparent-raised children, and children being seen as low achievement. After they graduate from vocational schools, a high proportion of them must take up an occupation in order to support their families. This thesis aims to probe into the approaches which might improve the professional abilities of the students in the practical skill program of the cosmetics division of a vocational school. Through this research, we hope to help this group of students to enter the workplace more successfully and to upgrade their competitiveness in the labor market. The research methods include expert interviews, a revised application of the Delphi Method and questionnaires. The research objects consist of representatives in the cosmetics field who possess over ten years of related work experiences and whose positions are as a group leader, and representatives in the educational field who teach full-time in a cosmetics division. According to the results of this research, working attitudes and professional abilities are viewed as the two most important elements in the field of cosmetics. Furthermore, if we compare the professional sphere to the academic one, there are some differences between them in the priority of the value of the elements. In the educational field, working attitude ranks as the most valued element, followed by professional knowledge, and then professional skills. However, in the professional field, the element of professional skills ranks first, followed by working attitude, and then professional knowledge. Therefore, if the school curriculum intends to accord with the demands of the practical workplace, we suggest that it should be adjusted to relate more to practical operations and thus promote students’ competitiveness when seeking employment.

1. 陳信憲、陳美華(2005)。技職校院商館學群學生財金專業能力指標建構之研究。師大學報，50(2)，121-138。
   連結：
2. 職訓局：職能基準 一年內訂出20 個2013/01/07 【聯合報╱記者陳幸萱／台北報導】http://mag.udn.com/mag/edu/storypage.jsp?f_ART_ID=434251，(最後瀏覽日期：2013 年6 月27 日)
3. 教育部http://www.edu.tw/，(最後瀏覽日期：2013 年6 月27 日)
4. 行政院勞工委員會 http://www.cla.gov.tw/cgi-bin/SM_theme?page=41d35566，(最後瀏覽日期：2013 年6 月27 日)
5. 技職試辦自評 明年上路2013/01/14 【聯合報╱記者鄭語謙／台北報導】http://mag.udn.com/mag/edu/storypage.jsp?f_ART_ID=435822，(最後瀏覽日期：2013 年6 月 27 日)
6. 教育扶弱圓夢www.edu.tw/userfiles/url/20120920145252/。附件-9，(最後瀏覽日期：2013年6 月27 日)
7. Adler, M.,Ziglio, E.(1996).Gazing into the Oracle: TheDelphi Method and Its Application to Social Policy andPublic Health.London:Jessica Kingsley Publishers.
8. Butler, F.(1978).The Concept of Competency: AnOperational Definition.Educational Technology,18,7-18.
9. Chisholm, I.(1984).Automobile engine and vehicle technology lovel 1.NY:McGraw-Hill Book Company.
10. Dalkey, N. C.(1969).The Delphi method: An experimentalstudy of group opinion.Santa Monica, CA:The Rand Corporation.
11. Fahety, V.(1979).Continuing Social Work Education:results of a Delphi Survey.Journal of Education for SocialWork,15(1),12-19.
12. Hill, K. Q.,Fowles, J.(1975).The methodological worth ofthe Delphi forecasting technique.TechnologicalForecasting and Social Change,7,179-192.
13. Murry, J. W.,Hammons, J. O.(1995).Delphi: A versatilemethodology for conducting qualitative research.TheReview of Higher Education,18(4),423-436.
14. Rowe, G.,Wright, G.(1999).The Delphi technique as aforcasting tool: Issues and analysis.International Journalof Forecasting,15,353-375.
15. 江文雄(1996)。技術及職業教育概論。台北:師大書苑。
16. 李大偉(1983)。能力本位教學與職業教育。家政教育，9(1)，56-58。
17. 洪榮昭(1997)。能力轉換，滾石生苔否？。就業與訓練，15(2)，59-63。
18. 陳定宏(2001)。碩士論文(碩士論文)。新竹，中華大學建築與都市計劃學系。
19. 馮丹白(1990)。技術及職業教育的範疇。技術及職業教育雙月刊，試刊號
20. 楊朝祥(1984)。技術職業教育理論與實務。台北:三民書局。
21. 鄭志宏(1995)。碩士論文(碩士論文)。台北，私立淡江大學教育資料科學研究所。
22. 藍麗娟、蘇岱崙(2001)。2001年企業最愛哪些大學生。天下雜誌，240，148。

1. 蔡雅群,張瓊云(2023)。台東市某技術型高中美容美髮科學生對現行課程與證照檢定內容所培育的專業能力之認知研究。美容科技學刊，20(1)，55-71。
2. 葉淑玲,黃建文(2018)。銀髮族行動不便者對美髮的需求：質性研究。明道學術論壇，10(4)，37-48。