臺灣科技教育現況與精進策略研究

Abstract

本研究旨在探討臺灣科技教育之現況與問題挑戰，並提出具體之精進策略。研究透過深度訪談法進行，研究對象為具深化學術或實務經驗之臺灣科技教育學者與現場教師，並以「分析歸納法」進行資料分析，進而提出研究結論與建議，供科技教育人員、教育主管機關、後續研究者參考。研究發現科技教育推動存在課程時間不足、無法向下扎根等難處；教師超量的工作負荷、專業知能不足、學科特性所導致的評量困難等問題也影響著課程實施；現行師資缺口透過非專師資填補並且缺乏教師專業制度把關的情況下，恐使得科技教育的推動呈現大打折扣。且受限於現實因素，實際的資源整合推動仍與理想規劃有所落差。部分計畫、配套定位模糊，課程發展重疊，並存在研習資源無法有效轉化至教學現場的問題；教育資源、文化背景等條件差異，導致各地科技教育存在辦學上的落差。並且社會大眾認知認同不足與升學主義的社會氛圍仍影響著科技教育的推動落實。

對此本研究建議提出：教育主管機關應持續爭取科技教育發展並推動教師專業制度、減授鐘點、訪視輔導、資源檢討評估、教學準備支持等配套工作，並協助提升「生活科技」學科之於升學體系的重要性；地方學校也應保障學生受教權益，落實正常開課與聘用專業師資。各單位在資源運用、課程發展上也應以幫助學生學習、教師教學為目標，對應地方需求、避免疊床架屋。而科技教師應重視自身的專業成長，課程教學應以深化學生學習為目標，並妥善運用相關教學資源，減輕工作負荷、落實課綱理念。

The purpose of this study was to explore the current situation, problems and challenges of technology education in Taiwan, and put forward specific improvement strategies. The research was conducted through in-depth interviews. The research objects were Taiwanese technology education scholars and teachers with deepen academic and practical experience. Data analysis was carried out by"analytical induction", and then research conclusions and suggestions were put forward for technology education personnel, education authorities, Reference for follow-up researchers.

It has been discovered that there are some challenges in promoting technology education, such as insufficient curriculum time and the inability to take root. Problems such as teachers' excessive workload, lack of professional knowledge and ability, and difficulty in evaluating due to subject characteristics all have an impact on curriculum implementation. Currently, the teacher shortage is filled by non-professional teachers, and the lack of a professional system for teachers may severely limit the promotion of technology education. And, constrained by realistic factors, actual resource integration promotion falls short of ideal planning. The curriculum development overlaps, and there are problems that the study resources cannot be effectively transferred to the teaching site; differences in educational resources, cultural background, and other conditions lead to a gap in running technology education in different places. Furthermore, the lack of social recognition and the social atmosphere of attending school continue to have an impact on the promotion and implementation of technology education.This study suggests that educational authorities should continue to strive for the advancement of technology education, as well as promote the supporting work of teachers' professional systems, reduced teaching hours, visiting and counseling, resource review and evaluation, and teaching preparation support, as well as help to increase the importance of "life technology" in the system of entering a higher school. Local schools should also protect students' educational rights and interests, implement regular classes, and hire professional teachers. Each unit should also aim to assist students and teachers in learning how to use resources and develop curriculum that is relevant to local needs while avoiding duplication. However, technology teachers should focus on their own professional development, and course content should aim to deepen students' learning while making effective use of relevant teaching resources to reduce workload and implement curriculum concepts.