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篇名 日本高等教育「數理、數據科學與AI教育課程認證制度」之背景、現狀與啟示
並列篇名 A Study on the Introduction, Status and Implications of The “Accreditation System for Mathematics, Data Science and AI Education Programs” in Japanese Higher Education
作者 廖于晴(Yu-Ching Liao)
中文摘要 日本政府在2021年導入「數理、數據科學與AI教育課程認證制度」,以2025年達到大專校院學生約50萬人習得數理、數據科學與人工智慧相關素養與基礎應用能力為目標,鼓勵高等教育機構普及數理與資訊教育。該認證制度可以說是第一個完整規定大學資訊教育素養方向的高等教育政策,對臺灣高等教育普及資訊素養教育極具參考價值。本文以「數理、數據科學與AI教育課程認證制度」為對象,分析了日本數理資訊課程的政策架構與發展狀況。整體而言,日本高等教育機構皆認知到數理資訊課程的重要性並積極推動。然而,部分機構受限於規模與資源,無法開設完全相應的課程,故在數理資訊課程的普及上,仍存在機構間的差異。儘管如此,從政策層面來看,數理資訊課程認證制度,除了以Society 5.0為基礎,建立完整的政策願景,在架構上也明訂課程指標,且確立實行方式與評鑑方法的詳細規定,使高等教育機構有所依循。此外,認證證明標誌的授予,有助於向社會說明教育成果,因此也提升了高等教育機構發展數理資訊課程的積極度。綜合上述,臺灣高等教育數理資訊素養教育的發展,可借鑑之處主要有三:一、數理資訊課程需從實施到成果階段,系統性地建構相關目標與規定,以兼顧數理資訊素養的普及和教學品質。二、政策應思考不同規模、資源條件與定位之高等教育機構狀況,並給予相應人力、物力支援。三、除了人力、物力支援外,也可應用認證制度普及數理資訊課程,既可提高機構申請與推動意願,亦有助大學教育與社會需求間之銜接。
英文摘要 The Japanese government is introducing the “Approved Program for Mathematics, Data science and AI Smart Higher Education (MDASH)” in 2021. The policy aims to have about 500,000 students in colleges and universities acquire data literacy and related basic application skills in 2025 and encourage higher education institutions to develop MDASH programs. It is the first higher education policy that provides for the direction of data or information education literacy. It is an excellent reference for Taiwanese higher education developing information education. This paper analyzes the policy framework and development of information literacy education in Japan through the approved system for MDASH programs. The result revealed that Japanese higher education institutions recognize the importance of MDASH programs and develop the related curriculum actively. However, some institutions cannot offer fully related courses due to their size and resource constraints. Institutions still differ in the popularity of the MDASH program. Nevertheless, from a policy perspective, the approved system for MDASH programs is not only based on Society 5.0 but also has a comprehensive policy vision and a framework that specifies detailed regulations on program objectives, implementation methods, and assessment methods. The maintenance policy allowed higher education institutions to develop their program with more distinct strategies. In addition, awarding the certification mark also enhances the motivation of higher education institutions to develop MDASH programs. It is also the use of social accountability. There are three implications for developing information literacy education in Taiwan. First, the development of information literacy education needs to be systematically constructed from the implementation to the achievement stage. Second, the policy should consider the situation of higher education institutions of different sizes, resources, and positioning and provide corresponding support. Third, in addition to human and material resources subsidies, the certification can also be applied to popularize information literacy education.
頁次 118-130
關鍵詞 日本 高等教育 資訊素養教育 數理數據科學與AI教育課程認證制度(MDASH) Japan higher education information literacy approved program for mathematics data science and AI smart higher education (MDASH)
卷期 349
日期 202305
刊名 教育研究月刊
出版單位 高等教育文化事業有限公司
DOI 10.53106/168063602023050349008