在全球化時代的影響下，人才的移動規模及複雜度日益增高，加上產業結構的進化與創新，加速原有就業市場的職缺變化與消長，就業型態亦日趨多元化。因此，要提升學生的就業競爭力，大學教導學生的內容及方式必須有創新思維與變革。一方面不能如同過往僅依據系所專業領域或教師學術專業來安排，過於片斷 、零散、制式的分科專業，將不利於學生橫向跨域連結不同的專業知識，提高綜合分析問題、團隊合作、跨領域、創新開放的能力，從而解決問題。另一方面，大學的課程規劃與教學，避免偏重學術研究，應可增加實務應用的選項設計，否則很難與學生畢業後所面對的職場環境產生連結，不利於學生透過課程修習，分流選擇走向學術研究訓練或專業實務應用的生涯進路。為協助大學打破人才培育的同一性，強化學生實務導向能力，教育部規劃大學推動課程分流計畫(公文文號：1030091722B)，系所可在既有「學術型」課程之外，增加「實務型」課程作為選項，以突顯學術研究和專業應用兩種不同的教學型態。學術型課程係為攻讀碩博士班、從事學術研究做準備，國內傳統的碩博士班教育即是此類型；實務型課程則是參考國外大學專業學院的作法，因應產業在創新研發或專業應用方面的人才需求所進行的專業教育，使學生畢業就能順利投入職場。本系於103年12月以「前瞻智慧化產業就業圓夢課程分流計畫」，正式獲得教育部課程分流補助(公文文號：臺教高(一)字第1030185055號)。Under the influence of the era of globalization, the scale and complexity of talent movement are increasing day by day. Coupled with the evolution and innovation of industrial structure, the changes and growth of job vacancies in the original job market are accelerating, and employment types are becoming increasingly diversified. Therefore, in order to improve students' employment competitiveness, universities must have innovative thinking and changes in the content and methods they teach students. On the one hand, it cannot be arranged based solely on the department's professional fields or teachers' academic majors as in the past. Overly fragmented, fragmented, and standardized sub-majors will not be conducive to students' horizontal cross-domain connection of different professional knowledge, and their ability to improve comprehensive analysis of problems, teamwork, and cross-disciplinary skills. fields, the ability to innovate and open up, so as to solve problems. On the other hand, university curriculum planning and teaching should avoid focusing on academic research and should increase the design of options for practical application. Otherwise, it will be difficult to connect with the workplace environment that students will face after graduation, which will not be conducive to students' course study and diversion of choices. A career path towards academic research training or professional practical application. In order to help universities break the uniformity of talent cultivation and strengthen students' practical-oriented abilities, the Ministry of Education plans for universities to promote a course diversion plan (official document number: 1030091722B). In addition to the existing "academic" courses, departments can add "practical" courses. "Type" courses as an option to highlight two different teaching types: academic research and professional application. Academic courses prepare students for master's and doctoral programs and engage in academic research. The traditional domestic master's and doctoral education is of this type. Practical courses refer to the practices of professional colleges in foreign universities and are adapted to the needs of industries in innovative research and development or professional applications. Professional education based on the needs of talents in this field enables students to successfully enter the workplace after graduation. In December 2020, our department officially received a course diversion subsidy from the Ministry of Education for its "Prospective Smart Industry Employment Dream Course Diversion Plan" (official document number: Taiwan Education High School (1) No. 1030185055).
教師自定
Teacher's choice
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 由實習單位之帶領主管評分由實習單位之帶領主管評分 Rated by the leader of the internship unit |
70 | |
| 由學校之專題老師評分由學校之專題老師評分 Rated by the school’s special teachers |
30 |
