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2 I vs I

3 vs II

7 (1) (2) 12, (3) a. 6 b. 6 (4) 114 8,623 1, % (5)

8 45.9% 54.1% 21.7% 61% 17.3% 35.4% 64.6% 42.7% 50.7% 6.6% 86.8% 13.2% 70.5% 13.8% 90.8% 4.5% 2.0% 1.0% 64.2% 3.5% 20.5% 4.6% 3.7% 2. (1) (2) (1) (2) 91 (3) 91 (4) 129 8,253 3, % (5) 42.9% 57.1% 34.7% 65.3% 18.1% 81.9% 3

9 46.6% 47.0% 6.4% 1. (1) (2) 93 2,017 (3) % (4) 17.5% 82.5% 0.7% 25.3% 5.4% 68.6% 2. (1) (2) (1) (2)

10 6 2 (3) % (4) 72.9% 27.1% 57.1% 37.1% 25.7% 74.3% 12.9% 50.0% 37.1% (1) (2)

11 2.1 (Wikipedia) (employability) HarveyLocke Morey (2002: 16) 2.2 (core employability) Harvey 2002 (employability skills) 2002 Employability Skills for the Future 6

12 (employability skills framework) 2.3 OECD (2001) 7

13 1990 (United Nations, 2003) 8

14 Sorbonne Bologna % (Reichert & Tauch, 2004) Harvey 2002 (Coate, Court, Gillon, Morley, & Williams, 2000) (Morley, 2001) Harvey

15 Bologna (Kirkwood-Tucker, 2004) 3.2 (Harvey et al., 2002) Harvey

16 (Tariq, Scott, Cochrane, Lee, & Ryles, 2004) (Crebert, Bates, Bell, Patrick, & Cragnolini, 2004) (Crebert et al., 2004: 162) Crebert 2004 Harvey 2002: 37 11

17 OECD (2004) Trinity College Dublin 12

21 ,

24 , (1) %3 5.9% (2)

25 54.4% %10% (3) 62% 4.4% 0.9% 4.1% 27.1% 23.6% (4) 54.5% 34.9% 10.5% (5) 44.9% 42.7% 9.3% 3.1% % 87.1% 68.9% 20.7% 48.3% 19.7% 11.5% 20

26 % 29.6% 13.0% 2.2% 5.3 1,403 1,400 21

27 5.4 4,440 5,550 1,240 3, ,600 22

28 23

29 6.1 (Harvey et al., 2002) (employability skills framework) (Commonwealth of Australia, 2002)

30 0.5 25

31 % 17.9% 6.5% 56.4% 60.4%

32 (1) (2) 27

33 (1) (2) 7.3 vs. 28

34 care 7.4 emotion quality 29

35 EQ emotion quality

36 31

37 % 8.7% 28.0% 58.6% 14% 51.1% 32% 2.9%

38 8.1 (1) (%) (2)(1)+(2) (1)+(2) (%) (%) 33

39 8.2 (1) (%) (2)(1)+(2) (1)+(2) (%) (%)

40 (1) (2)

41 (1) (2)

42 8.5 e msn 37

43 8.6 38

44 OK 39

45 XX XX 40

46 8.7 vs. 41

47 8.8 picture 42

48 8.9 FAX case 43

49 popular marketing time 44

50 % 45.7% % 43.3% 49.8% 20.9% 45

51 60%

52 47

53 % 1.5% 9.3% 2.2% 21.9% 5.5% 7.1% % 38.4% 19.9% 5.5% 48

54 33.7% 33.6% 21.9% 10.8% ,302 2, % % 30.5% % 49

55 % 6.8% 5.4% 3.2%

57 (1) (2)

58 (1) (2)

60 55

64 E (e-portfolio)

66 61

67 (1) ,440 5,550 1,240 3,970 (2) 1.76 (3) 0.93 (4) (5) 62

68 (6) 20.7% 48.3% 19.7% 11.5% 2. (1) (2) 3. (1) 58.6% 28.0% 8.7% 4.6% (2) 14% 51.1% 32% 2.9% (3) (4) 63

69 (5) (6) (7) (8) (9) 4. (1) (2) 52.9% 45.7% (3) 6.9% 43.3% 49.8% 20.9% 64

70 5. (1) 21.9% 5.5% 7.1% (2) 36.1% 38.4% 19.9% 5.5% (3) 33.7% 33.6% 21.9% 10.8% (4) (5) 6. (1) (2) 65

71 66

74 (1) (2) (3) (4) (5) (6) (7) (8) (9) 4. (1) (2) 5. (1) (2) 69

75 (3) (1) (2) 2. (1) (2) (3) (4) 3. (1) (2) 70

76 4. (1) (2) (3) (4) 5. (1) (2) (3) (4) 6. (1) (2) (3) 7. (1) (2) (3) 8. (1) E 71

77 (2) 9. (1) (2)

79 Coate, K., Court, S., Gillon, E., Morley, L., & Williams, G., (2000). Academic and Academic Related Staff Involvement in the Local, Regional and National Economy. London: Association of University Teachers. Commonwealth of Australia (2002). Employability Skills for the Future. Canberra: AusInfo. Crebert, G., Bates, M., Bell, B., Patrick, C-J., & Cragnolini, V. (2004). Developing Generic Skills at University, during Work Placement and in Employment: Graduates Perceptions. Higher Education Research and Development, 23(2), Harvey, L., Locke, W., & Morey, A. (2002). Enhancing Employability, Recognising Diversity. London: Universities UK. Kirkwood-Tucker, T. (2004). Toward a European Model of Higher Education. European Education, 36(3), Morley, L. (2001). Producing New Workers: Quality, Equality and Employability in Higher Education. Quality in Higher Education, 7(2), OECD (2001). Competencies for the Knowledge Economy, Paris: OECD. OECD (2004). Career Guidance and Public Policy. Paris: OECD. Reichert, S. & Tauch, C. (2004). Reforming Europe s Higher Education Area: As the Fog Clears, New Obstacles Emerge. International Educator, 13(1),

80 Tariq, V., Scott, E., Cochrane, A., Lee, M., & Ryles, L. (2004). Auditing and Mapping Key Skills within University Curricula. Quality Assurance in Education, 12(2), United Nations (2003). Towards a Global Alliance for Youth Employment the Next Five Steps, 75

Journal of Curriculum Studies September, 2013, Vol. 8, No. 2, pp. 53-75 From the Development Trend of University to Study High School Curriculum Refor

Journal of Curriculum Studies September, 2013, Vol. 8, No. 2, pp. 53-75 From the Development Trend of University to Study High School Curriculum Refor 主題論文課程研究 8 卷 2 期 2013 年 9 月頁 53-75 從大學的發展趨勢探析十二年國民基本教育普通高中階段的課程改革李文富摘要大學階段的人才培育是教育的重要課題, 而它與普通高中教育有著密不可分的連動關係隨著大學數量的