本研究旨在瞭解國中學生對生活科技課程之學習興趣的情形,以及性別、性別角色人格特質與其他因素,如年級、家中兄弟姊妹情況、家庭社經地位、父母與師長升學期望等對它的影響,以作為未來生活科技教師教學時之參考。本研究採文獻探討、專家訪談與問卷調查等三種方式進行。研究者經文獻分析以及專家訪談之結果,完成「生活科技課程學習興趣調查問卷」的編製。以學校為單位,對高雄市37所公立國中採叢集抽樣的方式進行抽樣調查,所得之有效問卷為290份。調查問卷之資料處理係採次數分配、百分比、平均數、單因子變異數分析、二因子變異數分析,以及Tukey事後比較等統計方法。最後獲得下列結論:(1)目前大多數國中學生對生活科技課程是相當有興趣學習的。其中,學生對「科技與生活」、「資訊與傳播」、「能源與運輸」等領域之課程的學習興趣較高,而對「營建與製造」領域則較缺乏興趣;(2)不同性別、性別角色人格特質之國中學生對生活科技課程的學習興趣有顯著差異,但性別與性別角色人格特質之間無交互作用存在。就性別而言,男生的學習興趣顯著較女生高;就性別角色人格特質而言,具有兩性化或男性化特質之學生對生活科技課程有較高的學習興趣;(3)年級、父母與師長升學期望等不同背景之國中學生對生活科技課程的學習興趣有顯著差異。就年級而言,一、三年級的學生比二年級更有興趣學習生活科技;就父母與師長升學期望而言,父母與師長給予高升學期望的學生比一般升學期望者對生活科技課程較感興趣學習。
The purpose of this study was to explore the learning interests of junior high school students on technology education. In addition, the influential factors, such as gender, sex role, grade, etc., of learning interests were also investigated. This study may offer suggestions for improving junior high school technology teaching. Descriptive methods including experts interview and questionnaire were used. Cluster sampling was used to select the samples from public junior high schools in Kaohsiung. Frequency distribution, percentage, mean, one-way ANOVA, two-way ANOVA and Tukey’s method post hoc. comparision were used to analyze the data. The major conclusions of this study were:(1)most junior high school students are more interested in technology education;(2)the two factors of junior high school students, gender and sex role, have significant differences on learning interests in technology education;(3)the learning interests in technology education differ from students’ background, such as grade, expectation of parents and teachers.