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By [[author]]邱年鴻 and 邱年鴻


[[abstract]]In addition to the instruction and the training in the formal curriculum, participating in the job skill competition and learning through observation of other competitors will be excellent and powerful means to uplift the students’ skill abilities. The researcher, who has been devoted to training the contestants in the field of the machinery-related job skill for more than ten years, thinks that besides having full administrative support and a better training environment, a teacher who is good at handling the training strategy and perfecting training projects is also a necessity of a successful job skill competition training. The main purpose of the study was to explore the training strategy of the contestants participating in the job skill contests of machinery-related jobs. The effectiveness of the training strategy will be closely related to the performance of the contestants and the training teacher’s behaviors will have an influence on the grades the contestants get. The teacher’s behaviors, including how he chooses a valid training method, whether he has enough teaching experience in the specified field, which professional content knowledge he has, which technique analysis he adopts to carry out the plan, and how his choice of training method ,will promote the effectiveness of training. The researcher found that, besides helping contestants properly develop the operation skills, the training teacher must enhance the contestants’ cognition and the learning motivation at the same time. The training teacher must also strengthen the kinesthetic state of mind in contestants and continuously apply practical strategies during the process so that the expected discipline effect(s) can be raised. Given the current contest environment, the researcher found some training factors that will have obvious impact on the contest result. The main findings of the research are as follows: 1. Five different elements of the contestant training-the training motivation and factors of encouragement, the administrative support system, the training target, the teacher's training style, and the training instructions and skill evaluation-would obviously affect the contestants’ performance. The more the five key elements are put into practice, the better result the contestants can reach. 2. Except for the ways to raise the contestants’ motivation and the encouragement, there is no significant difference in the training methods of the contestants for national job skill contest or for the senior high schools job skill contest. 3. Longer and sufficient time provided for the contest training can lead to a better performance of the contestants. However, the organization of teacher’s training project will not obviously influence the performance in contests.

Topics: 技藝競賽, 技能學習, 選手訓練, 訓練策略, Job skill contest, skill learning, contestant training, training strategy, [[classification]]53
Year: 2010
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