技職教育之目的在於’加強實務能力’與’培育技職人才’。而校外實習已成為增進學 生就業能力重要因素之一，妥善結合學校教育與校外企業之資源，可讓學生培養職涯規 劃能力、建立正確工作態度、縮短就業探索期、順利銜接就業。 本文旨在探討實習課程及校外實習，對科技大學應用英語系學生生涯規劃之影響。 此實習課程包含兒童英語教學方法及技巧、教案製作、教材製做、及課堂試教；之後應 用英語系學生於新北市國小展開一學期之兒童英語教學校外實習。在完成校外實習後， 我們以問卷來探討學生實習前與實習後之差異。問卷共有22 個項目，51 份問卷中有43 份有效問卷。結果顯示在統計上，實習前與實習後平均分數有差異性(所有p 值<0.01， 除了第11 項p=0.011，第17 項p=0.001)。 結論顯示應用英語系之實習課程及學校與校外機構合作之校外實習，成功的使學生 增進其職涯規畫能力，並了解就業市場需求。我們希望此篇研究對應用英語系在實習課 程上能有所助益。

The goal of technological-vocational education is to “strengthen practical ability” and “nurture technological talents”. Off-campus intern practice has become one of the most important factors of improving students’ employment abilities. Combining school education and off-campus enterprise resources lets students cultivate the ability of career planning, shorten career exploring, build up correct working attitudes, and prepare well on getting jobs through attending intern practice curriculum. The study aims to explore the impacts of intern practice curriculum and off-campus intern practice on the career planning ability for technology university students of Applied English department. The intern practice curriculum includes children English teaching methods and techniques, lesson plans, teaching materials, and demonstrations in the classroom, followed by the off-campus intern practice of children English teaching in New Taipei City Elementary School for one semester. We use questionnaires as a tool to see the difference before and after the intern practice. Questionnaires including the grand totals of 22 items were used for testing the senior and fifth-grade students in the Department of Applied English in Technology University, who have completed the off-campus intern practice for one semester. A total of 43 valid questionnaires out of 51 questionnaires (85%) were completed. The results showed the mean scores were statistically different before and after the intern practice on the total 22 questions survey (all p values <0.01, except item 11, p=0.011 and item 17, p=0.001; student-t paired test, two-tailed) including the ability of oral communication skills, written lesson plans, the expert knowledge of career development, personal independence and knowledge learning, using knowledge to solve problems, using foreign languages, analyzing or rational pondering, absorbing new concepts or knowledge, quantification or mathematics application, academic research, technology application, self-confidence or self-affirmation, independence, ego understanding, emotional intelligence, career planning and development, esteem and tolerating others, relationship, building up the friendships with others, choosing life goals, leadership, and teamwork. Our conclusion is the intern practice curriculum designed by the Department of Applied English and the collaboration between the school and off-campus organization successfully make the students enhance their ability of career planning and development, and understand the employment market demands. We hope this research can help more departments of Applied English to carry out intern practice training curriculums.