本研究旨在探討高級中學生活科技教室空間與設備規畫準則,以做為高中生活科技教師與學校在規畫生活科技教室時的參考。其主要的研究目的為:(一)分析高級中學課程與生活科技教室規畫相關文獻;(二)了解美國高中階段科技教室的空間規畫;(三)發展高級中學生活科技教室空間與設備規畫準則,作為高中生活科技教師日後規畫生活科技教室之參考;(四)建構一個高級中學生活科技教室規畫示例。為了達到此研究目的,本研究採文獻探討、專家訪談、及得懷術問卷調查三種方法。研究者首先蒐集相關文獻進行分析探討,初擬「高級中學生活科技教室空間與設備規畫」問卷,經由專家訪談以修正問卷,再以此問卷為研究工具,進行得懷術專家小組三次問卷調查。得懷術小組以科技教育專家學者及高中生活科技教師各8位成員組成。問卷調查所得的資料,運用中數、眾數、四分差來評定每個項目之重要程度、意見集中或離散情形。最後一次問卷所得之結果應用「曼-惠特尼U考驗(Mann-Whitney U test)」進行檢定,以探求不同背景的成員對各項目的看法是否有顯著之差異情形。本研究主要結論如下:(一)美國中學階段科技教室的空間規畫強調彈性與安全,教室的區域主要分為教學區域、及輔助區域二大類空間;(二)高級中學生活科技教室空間與設備規畫準則分為「教室空間分配」、「視聽教學媒體」及「基本機具設備」三大類,共40項規畫準則;(三)根據規畫準則並結合美國文獻科技教室規畫理論與空間配置方式,建構理想之高級中學生活科技教室規畫示例。
The purpose of this study was to explore criteria of the space and equipment of living technology laboratories for senior high schools. The study aimed at four objects: (1)analyzing the literature about the curriculum of senior high school and the arrangement of living technology laboratories; (2)understanding the space arrangement of technology laboratories in American senior high schools; (3)developing criteria for arranging space and equipment of living technology laboratories for senior high schools; (4)constructing a model of space and equipment arrangement for living technology laboratories in senior high schools. There were three methods used in this study: literature review, discussion with experts, and Delphi technique questionnaire. The questionnaire was drafted after literature review and modified by experts. The modified questionnaire was mailed to the Delphi technique group which is composed of eight experts and eight senior high school teachers. Median, mode and quartile deviation were used to distinguish the importance, the centralization or the dispersion of every item. “Mann-Whitney U test” was used to test the result of final questionnaire to understand the significant difference between the two groups of different backgrounds. The conclusions of this study were as follows: (1)The laboratories in American senior high schools were emphasized elasticity and safety, and were mainly divided into laboratory areas and support areas; (2)Three categories of criteria for space and equipment arrangement of living technology laboratories for senior high schools were concluded, totally including 40 items; (3)This study has constructed a model of living technology laboratory for senior high school according to arrangement criteria and American literatures.
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