海洋休閒觀光共通職能課程之建構

Abstract

臺灣海洋產業GDP佔全國5%左右，臺灣也宣示海洋立國及海洋興國的國家政策，而海洋休閒觀光更是近期快速發展的重點產業，因此海洋休閒觀光產業人才培育漸漸受到重視。自2007年《海洋教育政策白皮書》提出產學落差後，學用落差問題反而有更加惡化的趨勢，2017年《海洋教育政策白皮書》修正版也強調透過鼓勵高級中等以上海洋類科相關學校研發對應海洋產業所需人才之海洋職能導向課程，強化教師職能導向課程之教學能力，來改善海洋休閒觀光人才培育之問題。本研究透過文獻蒐集、深度訪談、焦點團體及德爾菲法四個研究過程，建構海洋休閒觀光共通職能共計十三項，包括核心職能五項、專業知識五項及專業技能三項，並依據十三項海洋休閒觀光共通職能彙整成包括「觀光資源規劃」「海洋休閒觀光概論」、「英語會話」、「觀光行銷學」、「海洋環境概論」及「解說教育」共六堂14學分課程。研究結果除了提供相關單位建構職能導向課程發展之參考外，也將研究結果推廣到海洋休閒相關科系所共同培育產業所需之海洋休閒觀光人才，以期提升海洋休閒觀光教育之整體水準。Marine industrial human resource development had been emphasized from government. From the national policy of ＂Ocean Build Up Country＂ to ＂Ocean Raised Up Country＂, marine industry GDP had achieved over 5% in 2015. Different from traditional maritime and aquaculture education, marine leisure and tourism is more related to citizens' daily life. Therefore, more people treat it as one of the most important issue in marine professional education. According to the ＂2015 Marine Education Annual Statistic Report＂, the percentage of university graduates from marine leisure and tourism related departments involved into marine related job is just 11%. The vocational high school graduates from marine leisure and tourism related department involved into marine related job after graduation even lower to 3.2%. In 2007, Ministry of Education announced ＂Marine Education Policy White Book＂ and indicated the problems of the mismatch of studying employment. Although the academic institution should posse the role of educating student to obtain the industry essential knowledge, skill, and attitude, it is different from training institution. Schools should consider the balance of education and training to educate students as the usable talents to contribute themselves in the related industry. Even though the education process to assist the industry to propose the prospective development. This research used Literature review, In-depth interview, Focus group, and Delphi method to construct the 13 common competencies of marine leisure and tourism which include 5 core competency, 5 professional knowledge, and 3 professional skills. Then integrated the 13 common competencies into 6 curriculums with 14 credits in university and vocational high school courses. The results not only supply the academies of marine leisure and tourism for reference, but also built up a fundamental of competency orientation curriculum design in marine industry.