國中生活科技教師使用之教學策略及其相關因素之研究

A Study of Living Technology Instructional Strategy adopted by teacher in junior high school

廖琍華(Lih-hwa Liao)

指導教授 ： 侯世光

國立臺灣師範大學/科技學院/工業科技教育學系/碩士(1999年)

摘要

國中生活科技新課程實施已屆第三年，新課程的內涵與工藝大大不同。課程的落實應從教學達成，為使教學更具成效，新的教學策略的使用是必需的。本研究旨在瞭解生活科技教學策略的使用現況與影響教師使用教學策略的相關因素。採用文獻分析，以歸納生活科技之教學策略。以問卷調查教學策略的使用現況。探討影響教師採用教學策略的因素，以瞭解影響生活科技教學成效的相關問題。具體而言其研究目的如下：(1)探討適用的生活科技教學策略。(2)調查教學策略的使用現況。(3)瞭解影響教師採用教學策略的相關因素。
本研究獲致的結論為：(1)教學策略在教材內容的組織方式，主要有科技系統導向、社會環境與文化導向（以STS理念為例）、學科整合導向（以MST為例）。教學方法應以學生為主體及強調互動與主動學習。(2)教科書內容主要以設計、解決問題以及科技系統導向為主。自編教材則包括科技系統導向、社會環境與文化導向、學科整合導向與工藝等四種教學途徑。實際教學時仍以講述、影片欣賞、課堂討論、實作、書面報告等方法為主。(3)影響教師採用教學策略的因素以教學負擔與教材性質的因素影響較大。
因此針對研究之結果提出建議如下：(1)應增進生活科技教師對教學內涵之瞭解。(2)教師進行教學規劃前應對學科之性質與教學方法有深入的認識。(3)教師應依據教學內涵的特性與對象的需求，選擇合適的教學策略。(4)校內應組成教學研究小組共同發展教材。(5)教師應採用多元化的生活科技教學策略。(6)教材之設計應參考科技教育的理論與模式，及採用加強學生主動參與學習的教學方法。

關鍵字

教學策略 ； 國民中學 ； 生活科技

並列摘要

The purpose of this study was to investigate the instructional strategy adopted by teacher. Further more, this study was to investigate the factors of instructional strategy adopted by technology teachers. The researcher adopted document analysis method to analyze the content of living technology strategy. A questionnair survey was also used to collect data regarding the strategies adopted by technology teachers. Based on the findings of this study, three major conclusions were drawn.
1.The instructional materials were organized with technology system approach, social/environment and culture approach, or interdisciplinary approach. The major instructional methods should center on student and stress on the interaction of students and teacher.
2.In actual conditions, the instructional design of the textbook was about design, problem solving, or technology system approach. The instructional design of supplementary material was about technology system approach, social/environment and culture approach, interdisciplinary approach, or industrial art. The major instructional methods adopted by the teacher were lecturing, seeing video, discussing, making, and reporting.
3.The major factors were the total teaching hours and the instructional materials when teacher decides to adopt the instructional strategy.
Based on these conclusions, the researcher provides suggestion as follows:
1.The teacher should know well the content of living technology curriculum.
2.The teacher should know well the character of the subject and the adapted instructional method when planing the instruction.
3.According to the instructional content and need of student, the teacher should select the adapted instruction method.
4.The teachers should organize a teacher group to develop living technology instructional material and share with others in the school.
5.The teacher should adopted multiplex living technology strategy.
6. The instructional design should be in accordance with the theory and model of technology education.
7. The instructional design should adopt instructional method which was centered on student.

並列關鍵字

instructional strategy ； junior high school ； living technology

參考文獻

方崇雄(民87)，科技問題解決導向的科技教育模式初探。生活科技教育,31(10),9-14。

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