台灣為一海島，四周環海，是道地的海洋國家，必須發展海洋事業、維護海權，以促進國家健全發展。海勤科包含航海、輪機、漁業等三科，係培養海事基層人才，支援海運事業的發展，同時也培養漁業基層人才，投入漁業發展行列。海上實習教學係海勤科教育的特色，為培育學生海勤實務能力最重要的教學措施。本省職校現有實習船「育英一號」、「育英二號」及「動力小艇」，支援海勤科學生海上實習。海勤科教師及實習船船員擔任海上實習教學工作，其教學知能具備情形，影響海上實習教學成效。本研究係探討下列問題：
一、職校海勤科教師及實習船船員海上實習教學知能具備情形。
二、海勤科教師及實習船船員海上實習教學知能的差異。
三、學歷、任教科別、科目、服務年資、海勤資歷等因素對海勤科教師海上實習教學知能的影響。
四、學歷、服務船別、服務年資、海勤資歷等因素對實習船船員海上實習教學知能的影響。
五、海勤科教師及實習船船員對海上實習教學的建議事項。
　　本研究係以全國海事水產職校海勤科教師及實習船船員為研究對象，進行普查，共寄出問卷155份（海勤科教師106份、實習船船員49份），回收率100﹪。本研究樣本即為母群體，以描述性統計方法，來瞭解各變項的情形，包括平均數、標準差等統計量。統計分析問卷調查資料，獲得研究結論如下：
一、整體而言，海勤科教師及實習船船員大致上瞭解海上實習教學知能；但部分教學知能仍有待加強。
二、整體而言，海勤科教師海上實習教學知能高於實習船船員，但各分項的教學知能，二者互有高低。
三、海勤科教師海事院校畢業者，其教學知能高於一般院校畢業者；以任教科別而言，教學知能之高低依序為：航海科、漁業科、輪機科；以教學科目而言，教學知能之高低依序為：航海專業科目、漁業專業科目、輪機專業科目；以海事教育年資及海勤資歷而言，年資愈長者，其教學知能也愈高。
四、實習船船員海事院校畢業者，其教學知能高於一般院校畢業者；育英一號船員教學知能高於其他船員；以在實習船服務年資及其他船舶的海勤資歷而言，年資愈長者，其教學知能也愈高。
五、海勤科教師及實習船船員建議改善海上實習課程、師資、設備、行政，以提昇海上實習教學成效。
　　依據以上研究結論，本研究分別對教育行政機關及學校提出具體建議，並指出後續研究方向。

Genuinely an ocean country, Taiwan is an island surrounding by the sea. In order to push ahead the well development of the nation, it must develop marine affairs, and safeguard the authority at sea. The objectives of maritime vocational education are to cultivate the basic level personnel for navigation and marine engineering, and to support the development of shipping and transportation. At the same time, it fosters basic fishery personnel to join in the development of fishery as well. Internship at sea is a distinguishing feature for marine vocational education and it is the most important teaching curriculum for interning students to acquire first-hand experience of living conditions on the open sea. The marine vocational schools in our province possess the internship vessels Yuying NO.1, Yuying NO.2, and power boats for the internship at sea. Teachers of Maritime School & Seamen of Training Vessel take on the work of internship teaching on the high seas. Their teaching competencies would directly affect the outcomes of internship teaching at sea. This study was to discuss the issues: (1)The teaching competencies which teachers of maritime school and seamen of training vessel possessed at internship teaching at sea;(2)The difference of teaching competencies between teachers in maritime school and seamen of training vessel ;(3) The influence on the teaching competencies of teachers in maritime school, which was made by factors such as their educational background they had, the department they belonged to, the subjects they taught, the years they had served, and the working experience and qualifications at sea they had;(4)The influence on the teaching competencies of seamen of training vessel, which was made by factors such as their educational background they had, the ship they belonged to, the years they had served, and the working experience and qualifications at sea they had ;(5) The suggestions that teachers in maritime school and seamen of training vessel had made on internship teaching at sea.
The population of this study included 155 teachers in maritime school and seamen of training vessel in Taiwan. Questionnaires were mailed to each object (106 teachers in maritime school and 49 seamen of training vessel). The return rate was 100%, since this study collected data from the population. The descriptive statistics method were applied to understand the variety. Those included the statistic capacities of the mean, the standard deviation and so on. According to the findings from the survey, conclusions were as following :
1.On the whole, teachers in maritime school and seamen of training vessel approximately understood the teaching competencies of internship teaching at sea; but some of teaching competencies needed to be strengthen.
2. On the whole, the teaching competencies of teachers in maritime were better than those of seamen of training vessel, but teachers and seamen both were better than the other at the competence of each separate part of teaching.
3. The competence of teachers who graduated from maritime college was better than those from general college; according to the department they belonged to, whether which one possessed the best teaching competencies could form in the following order: Department of Navigation, Department of Fishery, and Department of Marine Engineering; according to the subjects they taught, whether which one possessed the best teaching competence could form in the following order: navigation professional subjects, fishery professional subjects, marine engineering professional subjects; according to the years they have taught or served, and the work experience and qualifications at sea they had, the more years they have taught or served, the better teaching competencies they have possessed.
4. The competence of seamen who graduated from maritime college was better than those from general college; the competence of seamen of the internship vessel Yuying NO.1 was better than those of other vessels; according to the years they have served on the internship vessels, and the work experience and qualifications at other vessels they had, the more years they have served, the better teaching competencies they have possessed.
5. In order to gain the better effects from internship teaching at sea, teachers in maritime school and seamen of the internship vessels suggested improving the curriculum of internship at sea, the teachers'' qualification, the facilities, and the administration on vessels.

第一章　緒論
第一節　研究背景與動
　　第二節　研究目
第三節　研究方法與步驟
第四節　研究範圍與限制
　　第五節　名詞釋義
第二章　文獻探討
　　第一節　教學知能的內涵
　　第二節　我國職校海上實習教學現況
第三節　國外學校海上實習教學現況
第四節　STCW國際公約探討
第五節　海上實習教學知能的內涵
第三章　研究設計與實施
　　第一節　研究架構
第二節　研究對象
　　第三節　研究工具
第四節　調查實施
第五節　資料分析
第四章　調查結果之分析與討論
第一節　樣本描述
　　第二節　海勤科教師海上實習教學知能分析
第三節　實習船船員海上實習教學知能分析
　　第四節　海勤科教師及實習船船員海上實習教學知能比較分析
第五節　海勤科教師人口變項與海上實習教學知能之關係
　　第六節　實習船船員人口變項與海上實習教學知能之關係
第七節　海勤科教師及實習船船員對海上實習教學的建議事項
第五章　結論與建議
第一節　結論
第二節　建議
參考文獻
附錄一、研究調查問卷
二、海勤科教師及實習船船員對海上實習教學的建議事項
　 三、作者簡介

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