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Title: 「三明治」教學、「Topping」教學效能與「最後一哩」之關聯性探討—畢業生觀點
A Correlation Analysis of the Sandwich Teaching Method and the Topping Teaching Method on the Effectiveness of Teaching Goals with the Last Mile Project from the Perspective of Graduate Students
Authors: 何映婷
Judy Y.T. Ho
Contributors: 陳清燿
C.Y. Chen
Keywords: 最後一哩;Topping教學;三明治教學
Last Mile;Topping;Sandwich
Date: 2008
Issue Date: 2011-05-24 13:24:00 (UTC+8)
Publisher: 高雄市:[樹德科技大學金融與風險管理所]
Abstract: 本研究旨在於探討技職體系畢業生,透過教學方式與教學目的之關聯性分析、比較「Topping」教學與「三明治」教學效能的差異,並證實「Topping」教學與「三明治」教學何種教學較能達到「最後一哩」的目標。研究方法採用訪談的方式,從畢業學生觀點對「Topping」教學與「三明治」教學差異之探討,以瞭解「Topping」教學下之學生是否最能符合達到溫世仁提出的「最後一哩」之精神,達到「畢業即就業」的目標。


The main purpose of this paper is to explore the graduate students’ difference between the “Topping” teaching programme with the “Sandwich” teaching programme in the technological and vocational education system. A correlation analysis of the two teaching methods on the effectiveness of teaching methods and teaching goals was conducted. By interviewing to explore distinctions between “Sandwich” courses and “Topping” courses from the perspectives of graduate students, we seek to understand whether those who join a “Topping course are more likely to meet the spirit of the Last Mile provided by Mr. Sayling Wen to “be hired right after graduation”.

The study population consisted of graduate students for the school year of 2005 and 2006 of College of Management, Shu-Te University. Due to the limitation of research samples, the researcher decides to use in-depth interview as the main method of information gathering. The whole samples of graduate students are composed of three parts. In Part I, 8 graduate students who only join a “Topping” teaching programme were invited to answer the questionnaires; the second part, 6 graduate students who only join a “Sandwich” teaching were interviewed. Thirdly, 18 graduate students join both “Topping” teaching and “Sandwich” teaching programmes served as the research samples. In total there were 32 samples were interviewed.
According to data analysis results of the interview, from the perspective of graduate students, the main results of this study are as follow: It has been found that the performance during the internship and after graduation of graduate students who join a “Topping” course were all better than those who join a “Sandwich” course in seven teaching factors including the curriculum design, practice mechanism, practice schedule, student motivation, classmate relationship, occupational concept, and customer relationship. Furthermore, the “Topping” course has been proved to be more likely to “be hired right after graduation” than the “Sandwich” course, and deserved to be developed in training courses of universities of science and technology.
Appears in Collections:[金融與風險管理系(所)] 博碩士論文

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