台北縣國民中學生活科技課程實施現況調查之研究

A Study of the Implementation of Living Technology Curriculum in Junior High School in Taipei County

陳佑成(Chen Yu-Cheng)

指導教授 ： 李基常 教授

國立臺灣師範大學/科技學院/工業教育學系在職進修碩士班/碩士(2004年)

摘要

摘 要
本研究旨在探討台北縣國民中學生活科技課程實施現況調查，首先以文獻分析方式探討九年一貫生活科技課程的內涵及生活科技新舊課程的比較，再以問卷調查法探討台北縣國民中學生活科技課程實施之現況與問題，歸納研究結果，提出建議，以供教育行政主管機關、國民中學以及生活科技教師之參考．研究主要結論如下：
一、 國中生活科技課程併在自然領域，就課程、教學、評鑑等都造成
生活科技教師的困擾，教師士氣大受影響，自然與生活科技學習
領域課程實施實有檢討的必要。
二、 生活科技教師認為雖學校在課程實施及教學設備方面尚有成長空間，在溝通及對話機制上有受到尊重，亦即實施九年一貫課程，教師的專業自主空間大幅提升。
三、 生活科技教師對提升專業知能及第二專長進修有強烈需求。

整體而言，九年一貫課程正式實施三年來以來，國中生活科技課程實施現況就課程規劃、教學實施、教材資源等都需再予檢討改進。國民中學生活科技課程應落實培養學生科技素養與解決問題能力，以培養學生具備「帶著走的基本能力」。

關鍵詞：九年一貫、學習領域、生活科技、能力指標

關鍵字

九年一貫 ； 學習領域 ； 生活科技 ； 能力指標

並列摘要

Abstract

The main purpose of the thesis is mainly to investigate the current situation of curriculum implementation of Technology in junior high schools in Taipei County. To address this purpose, relevant references are reviewed as to examine the content of the curriculum of Technology in Grade 1-9 Curriculum and to compare the situation of the curriculum implementation at present with the one in the past. Additionally, questionnaires are utilized to investigate the current situation and problems of curriculum implementation of Technology. Finally, on the basis of the research findings, some suggestions are given as references for education institutions and teachers in this field.

The findings of this thesis indicate several things. First of all, the integration of the curriculum of Technology into Science causes problems with respect to curriculum, teaching and assessment. As a result, teaching morale has been greatly influenced. It is thus suggested that the curriculum of Science and Technology should be reflected. Moreover, although the teachers in the field of Technology and Science indicate improvement room for both curriculum implementation and teaching facilities, they generally feel that they receive respect with regard to communication and interaction aspects. In other words, the implementation of Grade 1-9 Curriculum largely increases professional autonomy. Furthermore, the teachers in the field of Technology and Science have strong needs of promoting their professional knowledge and developing a second speciality.

In a nutshell, for the past three years, in terms of the present situation of curriculum implementation, there is still room for the improvement on curriculum programming, teaching practice and teaching resources. Plus, the curriculum should put into practice students’ development of technology literacy and their ability to solve problems in order to develop their “portable ability.”

Key words: Grade 1-9 Curriculum, learning areas, Technology and competence indicators or benchmarks

並列關鍵字

Grade 1-9 Curriculum ； learning areas ； Technology and competence indicators or benchmarks