黃能堂林敏芳2019-09-032006-2-272019-09-032006http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0069171007%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96310本研究旨在探討國民中學教師對「生活科技」的課程定位、課程目標以及課程內容、教學取向等的看法，主要是以台北市國中教師為母群體，採比例分層隨機抽樣方式進行調查研究。本研究共發出590份問卷，回收401份，有效問卷則有361份。根據研究目的，本研究採用文獻分析法建構「國中教師對生活科技課程的看法之調查問卷」，並經由專家審查及預試來建立問卷的效度與信度，而後，進行問卷調查法來探討國中教師對生活科技課程的看法及其差異。問卷回收後，以次數分配、平均數、標準差、t考驗、單因子變異數分析、Tukey method及卡方考驗等方法進行資料分析，最後得到以下結論： 一、生活科技教師對生活科技課程的看法有高度認同，自然科教師與其他領域教師的看法也有相當高程度的認同，但自然科教師的認同程度明顯低於生活科技教師。 二、國中教師對生活科技課程的整體看法會因年齡不同或專業領域不同而有差異，其中50歲以下的同意程度顯著高於51歲以上者；而生活科技教師的同意程度顯著高於自然科教師與其他領域教師。 三、國中教師對生活科技「課程定位」構面的看法會因性別、年齡或專業領域的不同而有差異，其中女性的同意程度顯著高於男性；50歲以下的同意程度顯著高於51歲以上者；而生活科技教師的同意程度則顯著高於自然科教師。 四、國中教師對生活科技「課程目標」構面的看法會因年齡或專業領域不同而有差異，其中50歲以下的同意程度顯著高於51歲以上者，而生活科技教師的同意程度則顯著高於自然科教師。 五、國中教師對生活科技課程「教學取向」構面的看法會因年齡或最高學歷不同而有差異，其中30歲以下的同意程度顯著高於51歲以上者；而最高學歷為大學（已適度歸併）的教師的同意程度顯著高於最高學歷為四十學分班的教師。The purpose of this study was to explore junior high school teachers’ perceptions on living technology curriculum that involve curriculum rationale, curriculum goal, curriculum contents and teaching methods and strategies. The research referred to those junior high school teachers in Taipei as population and employed the proportional stratified random sampling scheme to carry out the investigation. A total of 590 questionaires were issued out, 401 questionaires were retrieved, from which 361 effective questionnaires were collected. According to the aforementioned, the researhers adopt a paper-analyzed method to design the questionnaire about the perceptions of junior high school teachers on living technology curriculum. Moreover, its validity and reliability of questionnaire could be archieved via the expert examination and a pre-test procedure. Subsequently, the researchers employed the questionnaire based approach to explore the perceptions with its corresponding differences existing in these junior high school teachers. Once these questionnaires have retrieved, we begin to proceed with data analysis by employing frequency distribution, mean, standard deviation, t-test, one-way ANOVA, Tukey method, Chi-square test, etc. Finally, the conclusions are described as below: The living technology teachers are in deepest agreement with the perceptions of living technology curriculum. Moreover, the nature science technology teachers are in agreement that as well as other-course teachers. Nervetheless, a nature science technology teacher has lower agreement extent as compared with a living technology technology teacher. For junior high school teachers, their perceptions towards living technology curriculum are diverse due to the age and teaching subjects. The degree of agreement of these teachers under 50 years of age is apparently higher than that of those teachers over 51 years of age. Similarly, the degree of agreement of the living technology teachers is is apparently higher than that of teachers who teach nature-science or other courses. For junior high school teachers, their perceptions towards “curriculum rationale” of living technology curriculum due to the sex, age or teaching subjects. In this case, the degree of agreement of female is obviously higher than that of male. In the same way, the degree of agreement of these teachers under 50 years of age is apparently higher than that of those teachers over 51 years of age. And the degree of agreement of the living technology teachers is apparently higher than that of those teachers who teach nature-science. The perceptions of junior high school teachers towards “curriculum goal” are various because of the age or teaching subjects. In this case, the degree of agreement of teachers under 50 years of age is apparently higher than that of teachers over 51 years of age. Similarly, the degree of agreement of the living technology teachers is evidently higher than that of teachers who teach nature-science. The perceptions of junior high school teachers towards “teaching methods and strategies” are different dure to the age or the highest diploma. In this case, the degree of agreement of teachers under 30 years of age is apparently higher than that of teachers over 51 years of age. And the degree of agreement of those teachers who hold the degree of bachelor is obviously higher than that of teachers whose highest diplomas were derived from a credit program with 40 credit points.生活科技課程看法living technologycurriculumperceptions