科技大學之科技通識課程規劃

Curriculum Development of Technology Literacy Education in Universities of Science and Technology

10.7067/JMHIT.200703.0001

羅文基(Wensky Lo)；陳君瑜(Chun-Yu Chen)

科技大學 ； 科技通識教育 ； 課程發展 ； University of science and technology ； Technology literacy general education ； Curriculum development

美和技術學院學報

26卷1期（2007 / 03 / 01）

1 - 14

繁體中文

本研究旨在針對科技大學的科技通識教育課程進行探討與規劃，研究目的乃在建構科技大學實施科技通識教育之理論架構與課程內涵。 本研究以文獻分析探討科技通識課程之理論基礎，並針對各科技大學之科技相關通識課程開課現況進行調查，進而以Delphi調查法進行專家諮詢，徵詢相關學者專家意見，確認科技通識課程的核心理念、知識架構與內涵概念，並提出科技通識課程的規劃方向與核心科目，作為科技大學開設科技通識課程之參考。 研究結果各學者針對科技大學科技通識課程提供意見及歸納出共識。確認科技大學科技通識課程以「知識、整合、思辨、發展」為核心理念；科技大學科技通識課程之知識架構包含四部分「科技的哲學知識、科技的形式知識、科技的實體知識、科技的社會知識」；由知識架構衍生出的科技大學科技通識課程內涵概念，歸納出二十項概念。此外，本研究提出課程之規劃架構，可由「科技通識核心課程」與「科技通識系統課程」兩部分進行，作為科技通識課程規劃之參考方向；並提出九門課程科目作為科技大學之科技通識核心課程開課參考。

As we enter a new millennium, most people are aware that we are in the midst of one of the most dramatic technological revolutions in history. This poses tremendous challenges for educators to rethink and to restructure schooling to response the technological and social changes that we are now experiencing. The purposes of this study are to explore the philosophy foundation and to develop a framework of technology literacy general education in universities of science and technology. Literature review, courses survey, and Delphi technique are used in this research. This paper reviews general courses of thirteen universities of science and technology, and demonstrates present technological components of general education. The framework of technology literacy general education is discussed and investigated by Delphi technique, and includes core notions, knowledge structure and curriculum concepts. Results shown that, for the technology literacy general education in the university of science and technology, there are four core notions including knowledge, integration, critical introspection, and development. The knowledge structure has four phases: philosophy knowledge of technology, formal knowledge of technology, substantial knowledge of technology, and social knowledge of technology. Therefore, twenty curriculum knowledge concepts are generalized from this knowledge structure. In addition, the directions of planning a curriculum program are provided, including technology literacy core courses and technology system courses. Thus, nine core courses for universities of science and technology are suggested in this paper.

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