摘要
本研究採取內容分析法以國教署主辦的106年至108年科技領域相關的教案競賽之得獎作品為研究文本，其中包含資訊科技15件、生活科技15件、新興科技14件，共計44份教案。研究者以內容分析法，分別從課綱的對應連結、教學策略、評量方式和實施歷程針對44份文本進行分析。其中課綱連結以科技領域課學習重點，包含學習內容、學習表現，及是否有跨領域或是議題融入等進行分析。分析規準經專家協助確認，另請一位在教師擔任協同分析者協助分析，以確保分析的信度。研究結果發現：（1）三屆得獎教案中資訊科技教案偏重在程式設計（47%），而生活科技教案偏重在設計與製作（45%）；（2）評量歷程以形成性評量與總結性評量佔多數，缺乏安置性評量與診斷性評量；（3）半數以上的教案在實作活動的時間安排達八成，較之課綱所建議的時間（二分之一到三分之二）超出很多；（4）18%的教案包含議題融入或是跨領域內容。本研究根據研究結果與討論，對未來教案撰寫者提供相關建議。
並列摘要
This research is about exploring the award-winning lesson plans that K-12 Education Administration hosted from 2017 to 2019 using content analysis which includes 15 information technology, 15 living technology, and 14 emerging technology. There were 44 lesson plans in total. Researchers used the content analysis to analyze 44 lesson plans from the corresponding of guidelines, teaching strategies, assessments and evaluations. Moreover, the corresponding syllabus are based on the learning which focus on science and technology courses, including learning content, learning performance, and whether there is cross-field or issue integration. The analysis rules are confirmed with the assistance of experts, and a co-analyst, a teacher, invited to assist the analysis to ensure the reliability of the analysis. The results showed that firstly the awarded-winning information technology lesson plans focused on programming (47%) and awarded-winning living technology lesson plans focused on design and production (45%). Secondly, the evaluations mostly focused on formative and summative assessments but lacked in terms of placement assessments and diagnostic assessments. Thirdly, more than half of the lesson plans are scheduled for practical activities up to 80% which exceeded much more than the guideline plans suggested(1/2 to 2/3). Finally, there were 18 percent of lesson plans including social issues or Cross-domain. This research based on results and related discussions so as to provide suggestions for future lesson plans.