英美日科技教科書分析及其對十二年國教之啟示

Analysis of Technology Textbooks in UK, USA, Japan and the Implications for Taiwan’s 12-year Education System

10.6481/JTR.201604_9(1).05

游光昭(Kuang-Chao Yu)；林坤誼(Kuen-Yi Lin)；周家卉(Chia-Hui Chou)

科技教育 ； 生活科技 ； 教科書 ； technology education ； living technology ； textbook

教科書研究

9卷1期（2016 / 04 / 15）

135 - 166

繁體中文

本文旨在探討英國、美國、日本等國家的科技教科書內容及其特色，以為我國十二年國民基本教育科技領域之生活科技教科書編撰的參考。以英、美、日有代表性的科技教科書為研究對象，透過內容分析法，針對科技的本質、設計與製作、科技的應用、科技與社會等四個面向進行分析。主要建議如下：（1）國中教科書，應以實作歷程為引導，藉由具體之技能學習及生活化的應用，培養創意設計基礎知能。（2）高中教科書，應以專題導向之工程設計為主軸，透過教科書提供學生關鍵知識與技能的引導，並給予教師教學上較大的彈性。（3）科技的本質應為引起興趣的敲門磚，設計與製作聚焦於養成核心的程序性知識，科技的應用需做為廣泛的概念性知識來源，科技與社會是對於科技影響的反思。（4）教科書的內涵應以設計與製作及科技的應用兩者為主體，規劃循序漸進的內容。

This paper analyzes the content of three technology textbooks in the United Kingdom, United States of America, and Japan and offers recommendations for the future compilation of textbooks in Living Technology in Taiwan. The content analysis method was utilized to analyze these textbooks. Analysis was based on the following categories: nature of technology, design and production, technology application, and technology and society. The recommendations of this study include: (1) The junior high school textbook should align with daily life technology application and hands-on design processes. It should be scaffolding to aid students in developing basic knowledge of and skills in creative design. (2) The senior high school textbook should align with project-based engineering design processes. It should be a handbook providing students critical knowledge and skills. (3) The technology should be a stepping stone to excite interest in learning. The design and production should focus on developing the core procedural knowledge. The technology application should be used as a resource to provide broad conceptual knowledge. The technology and society should lead reflection on the impact of technology. (4) The design and production and technology application should be the main content of technology textbook.

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