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系統識別號 U0026-1401201310580200
論文名稱(中文) 非正規教育課程規劃與終身學習核心能力之關係-以台南市六所社區大學課程為例
論文名稱(英文) The Relation Between Curriculum Development of Non-formal Education And The Lifelong Learning Key Competences -Take Community Universities In Tainan City As Example
校院名稱 成功大學
系所名稱(中) 創意產業設計研究所
系所名稱(英) Institute of Creative Industry Design
學年度 101
學期 1
出版年 102
研究生(中文) 林佩儀
研究生(英文) Pei-Yi Lin
學號 PA6981097
學位類別 碩士
語文別 英文
論文頁數 108頁
口試委員 指導教授-孔憲法
指導教授-陸定邦
口試委員-林朝成
中文關鍵字 終身教育  核心能力  課程規劃 
英文關鍵字 Lifelong learning  Key competence  curriculum development 
學科別分類
中文摘要 二十一世紀是知識經濟時代,科技的進步,資訊大量地生成與傳播,民眾生活在其中需要處理大量而且消長速度快速的訊息,不斷地學習成為了生活在其中的重要手段之一。民國九十一年五月三十一日立法院三讀通過「終身學習法」,第一條即明訂為鼓勵終身學習,推動終身教育,增進學習機會,提升國民素質而制定本法。自此終身學習不再是高舉的口號,亦非崇高不可追求的目標,而是一種人生的實踐,並被視為生活的基本需求。學習可說是附屬於生活的一種必然,透過終身學習法規範,和許多社會學習機構如:社區大學的成立,學習變成垂手可得的生活元素。社區大學創新了教育和學習的可能性,師資可能來自於專家耆老而非研究學者或正統具執照的教師;學生來自四面八方各種專業領域,課堂上的異質交流豐沛充滿活力,是研究終身學習和創新課程的最佳對象。社區大學身為知識傳遞者的角色,在不斷變換的資訊爆炸時代洞察社會的需求,提供即時的學習資源給身處其中的大眾,全國社區大學促進會會長林朝成表示:社大需要激發創意,將課程創意轉化成通用的教材,擴大分享「知識創新」的價值。本文透過內容分析法分析台南地區六所社區大學的歷年課程,以次數分配及百分比分析統計其對應終身學習核心能力的情形。結果發現台南地區社大在課程規劃的安排上,雖未以核心能力的培養做為主要的考量,但實際的課程卻能回應到此一學習需求的潮流,大約53%的課程能夠滿足並激發民眾自主學習的需求;7%的課程能培養數位科技能力;27%課程對於現代社會中最需要的相互了解及欣賞他人文化、人際互動溝通能力養成有所幫助。各社大在各自的地方社區發展獨特的特色課程,以多樣化的課程內容經營在地風采,並且持續的努力規劃相關課程使地方社區價值提升,不論對於學習民眾或是地方而言,社大的課程都不僅止於知識的收穫而已。
英文摘要 21 century is a knowledge based economy, technology and information were speedy produced and delivered, people live in the society have to handle a massive information which produced and disappeared quickly. Unceasingly learning become an important way to live. In 2002, the Legislative Yuan of Taiwan issued “Lifelong Learning Act”(終身學習法) to encourage people to participate in lifelong learning. From then on, lifelong learning is not a slogan but a practice of life and regard as a basic need as well as the essence for living. A lot of lifelong learning institute set up to conduct lifelong learning, like community university. Lifelong learning become an life element which is easy to get. Community university is a transmitter of knowledge, observing the need of the society with rapid change and providing prompt learning resource to the public. This research analysis six community universities in Tainan Area by content analysis, use frequency distribution and percentage to gather statistics of the curriculum and the key competences.
Despite that the curriculum development of CUs do not consider the key competences raised by three international organizations, most of the curriculum could reflect those learning needs and trend. About 53% curriculum satisfied and evoke people’s autonomic learning needs, 7% curriculum help people to develop their digital skills, 27% curriculum construct people’s ability to understand , appreciate others culture and the ability of interpersonal interaction.
Every CU develops their own characteristic in local community to run and enrich the local feature by diversified curriculum contents, and still keep working on develop local cultural and industrial related curriculum to promote the community value. For the sake of both learners and the community, the curriculum of CUs is never just an obtainment of knowledge.
論文目次 Chapter I: Introduction…………………………………………………………………….1
1.1 Background………………………………………………………………………………………1
1.2 Motive…………………………………………………………………………………………….4
1.3 object…...…………………………………………………………………………………….......6
1.4 Research Process…………………………………………………………………………………7
1.5 Research Scope and limitation…………………………………………………………………...8
Chapter II. Literature Review…………………………………………………………………...10
2.1 Lifelong Learning…..…………………………………………………………………………...10
2.1.1 Lifelong learning in Taiwan………………………………………………………………13
2.2 Non-formal education in lifelong learning..…………………………………………………….15
2.2.1 The characteristic of Community Universities in Taiwan…………………………………18
2.3 Key competence of adults in a knowledge-based economy…………………………………….18
2.3.1 Key competence of UNESCO……………………………………………………………...20
2.3.2 Key competence of OECD…………………………………………………………………24
2.3.3 Key competence of EU…………………………………………………………………….26
2.4 Curriculum development in community university…………………………………………….33
2.4.1 Curriculum development ideologies of community university……………………….........35
2.4.1.1 Humanistic ideology…………………………………………………………………..35
2.4.1.2 Social reconstruction ideology………………………………………………………..36
2.4.1.3 Technological ideology……………………………………………………………….36
2.4.1.4 Academic ideology……………………………………………………………………37
2.4.2 Curriculum development of community university by Huang Wu Shiung…………..........39
Chapter III. Research Methodology……………………………………………………………..41
3.1 Research design…………………………..……………………………………………………..41
3.1.1 Research design and process……………………………………………………………….41
3.1.2 Selection of case and research scope……………………………………………………….42
3.1.2.1 The six community university in Tainan………………………………………………44
3.2 Research methodology………………………………………………………………………….44
3.2.1 Content analysis……………………………………………………………………………44
3.2.1.1 Data coding……………………………………………………………………………45
3.2.2 In-depth interview …………………………………………………………………………53
3.2.2.1 Interviewee selection…………………………………………………………….……..55
3.2.3 Reliability Measure………………………………………………………………………..55
IV. The distribution of Curriculum Development in Community Universities in Tainan…..57
4.1 Courses distribution in KCs…………………………………………………………………..57
4.2 Curriculum distribution of each CU………………………………………………………….61
4.2.1 Tainan CU...........................................................................................................................61
4.2.2 Tseng Wen CU....................................................................................................................63
4.2.3 Nan Guan CU…………………………………………………………………………….65
4.2.4 Shin Ying CU ……………………………………………………………………………67
4.2.5 Bei Men CU………………………………………………………………………………70
4.2.6 Shin Hua CU………………………………………………………………………………72
4.3 Similarities and Differences……………………………………………………………………74
V. The Relation Between Community Universities Ideology And The Curriculum distribution……. 76
5.1 Ideology of Tainan CU…………………………………………………………………………76
5.1.1 Related Key Competences (KCs)………………………………………………………….78
5.1.2 Curriculum distribution between KCs and ideology………………………………………78
5.2 Tseng-Wen Community University(Tseng Wen CU)………………………………………….78
5.2.1 Related Key Competences (KCs)………………………………………………………….79
5.2.2 Curriculum distribution between KCs and ideology………………………………………79
5.3 Nan-Guan Community University (Nan Guan CU)…………………………………………….80
5.3.1 Related Key Competences (KCs)…………………………………………………………80
5.3.2 Curriculum distribution between KCs and ideology……………………………………...81
5.4 Shin-Ying Community University(Shin Ying CU)…………………………………………….81
5.4.1 Related Key Competences (KCs)…………………………………………………………82
5.4.2 Curriculum distribution between KCs and ideology……………………………………...82
5.5 Bei-Men Community University………………………………………………………………..82
5.5.1 Related Key Competences (KCs)…………………………………………………………83
5.5.2 Curriculum distribution between KCs and ideology……………………………………..84
5.6 Shin-Hua Community University (Shin Hua CU)……………………………………………..84
5.6.1 Related Key Competences (KCs)………………………………………………………..85
5.6.2 Curriculum distribution between KCs and ideology…………………………………….85
VI. Case study of Tainan Community University……………………………………………...86
6.1 Storytelling Time curriculum………………………………………………………………….95
VII. Conclusion & Suggestion……………………………………………………………………98
7.1 Discussion………………………………………………………………………………………98
7.2 Conclusion…………………………………………………………………………………… ...99
7.3 Suggestion……………………………………………………………………………………. 102
7.4 Suggestion for follow-up research…………………………………………………………….103

Reference…………………………………………………………………………………………104
Chinese reference………………………………………………………………………………….106
Web reference……………………………………………………………………………………...108

List of figures
Figure 1. Research process…………………………………………………………………………...8
Figure 2. Founded years of 7 community universities in Tainan…………………………………….9
Figure 3.Modes and characteristics of education…………………………………………………...16
Figure 4. Relationships between three categories of DeSeCo………………………………………26
Figure 5. Research design process………………………………………………………………….42
Figure 6 . Timeline and curriculum amount………………………………………………………..57
Figure 7 . Total amount of curriculum……………………………………………………………..58
Figure 8 . The percentage of each curriculum category’s contribution in KCs……………………60
Figure 9 . The curriculum distribution in KCs…………………………………………………….61
Figure 10 . The composition of curriculum in KC category of Tainan……………………………62
Figure 11 . Curriculum distribution of KCs of Tseng Wen CU……………………………………63
Figure 12 . The composition of curriculum in KC category of Tseng Wen……………………….64
Figure 13 . Curriculum distribution of KCs of Nan Guan CU……………………………………..65
Figure 14 . The composition of curriculum in KC category of Nan Guan…………………………66
Figure 15 . Curriculum distribution of KCs of Shin Ying CU……………………………………..68
Figure 16 . The composition of curriculum in KC category of Shin Ying…………………………69
Figure 17 . Curriculum distribution of KCs of Bei Men CU……………………………………….70
Figure 18 . The composition of curriculum in KC category of Bei Men…………………………...71
Figure 19 . Curriculum distribution of KCs of Shin Hua CU………………………………………72
Figure 20 . The composition of curriculum in KC category of Shin Hua…………………………..73

List of tables
Table 1. The definition of lifelong learning………………………………………………………12
Table 2. Difference between formal, non-formal and informal education………………………..16
Table 3. Key competences of UNESCO, OECD and EU…………………………………………32
Table 4. The number of curriculum in separate category…………………………………………43
Table 5. The location and basic background information of six CUs…………………………….44
Table 6. Key competences in personal-related and social-related category………………………46
Table 7. Keywords of KCs in personal-related and social-related category….…………………..47
Table 8. Keywords of KCs in personal-related and social-related category….…………………..48
Table 9. Broad idea and fields of KCs in personal-related and social-related categories………...50
Table 10. Table 10. Interview questions………………………………………………………….54
Table 11. Interviewees……………………………………………………………………………55
Table 12. Content and the related key competence of curriculum of Storytelling Time…………87
Table 13 . Relation between competence inferred in ideology and practical curriculum distribution……101
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5. 財團法人全國社區大學促進會National Association for the Promotion of Community Universities,NAPCU(2010)” 數字看社大” http://www.napcu.org.tw/website/
6. 國立教育資料館(National Academy for Educational Research, NAER):http://3d.nioerar.edu.tw/2d/longlife/outline/outline_0201.asp
7. 中華民國統計資訊網:http://www.stat.gov.tw/ct.asp?xItem=28854&ctNode=1309
8. UIL of UNESCO website: (view at 2011/12/20) http://uil.unesco.org/home/programme-areas/lifelong-learning/news-target/lifelong-learning/9bf043146eaa0985e05daa9e12135f5b/
9. 非正規課程認證中心網站: http://140.122.96.1/index.htm (view at 2011/12/21)
10. UNESCO ,Task Force on Education for the Twenty-first Century website:
http://www.unesco.org/delors/index.html (view at 2011/12/23)
http://www.youtube.com/watch?v=jp_oyHY5bug&feature=related
11. 南瀛網路社區大學電子報
http://ecollege.tnc.edu.tw/10001door/epaper/20ST_970831/index.htm
12. 北門社區大學:
http://beimen-cu.myweb.hinet.net/index2.htm
13. 南關社區大學
www.nanguan.org.tw
14. 曾文社區大學
http://twcc.mt.au.edu.tw/info.php?rid=a01
15. 新化社區大學
http://shcc.sh2jh.tnc.edu.tw/modules/tadnews/index.php
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