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研究生： 程景頤
Jiing-Yi Cherng
論文名稱： 台北市國中工藝競賽之檢討與未來取向
An Investigation of Junior-high-school Students' Industrial Arts／Living Technology Education Contests in Taipei
指導教授： 李隆盛
Lee, Lung-Sheng
學位類別： 碩士
Master
系所名稱： 科技應用與人力資源發展學系
Department of Technology Application and Human Resource Development
畢業學年度： 87
語文別： 中文
論文頁數： 119
中文關鍵詞： 工藝競賽 、科技教育 、生活科技 、競賽 、問題解決
英文關鍵詞： industrial arts contest, technology education, living technology, competition, problem solving
論文種類： 學術論文
相關次數： 點閱：247  下載：0 
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    • 本研究之目的在於檢討台北市國中工藝競賽與規劃未來生活科技競賽之取向。透過探討國內相關的研究、分析國內外相關競賽的文獻資料，並進行深度訪談、專家座談與兩次的問卷調查，本研究所獲致結論如下：(1)過去工藝競賽極具教育價值，對於工藝教學正常化有正面功效。(2)競賽獎勵方式應多樣化，未來競賽應擴大升學保送包含高中和五專。(3)競賽的評審應多元化，可由大學教授與國中教師或中立之第三者共同組成。(4)未來競賽承辦的學校可以考慮固定，做持續規劃。(5)提高獎勵和增加競賽誘因，激勵學生參與意願。(6)未來國中生活科技側重問解決與創造思考的能力，在競賽內容上應該做改變。(7)未來生活科技競賽術科的題目，採用半開放式的問題解決題型是可行的，並且融入自然科學知識的應用與結合數理推理能力。(8)未來生活科技競賽筆試的題目，可考慮先公布題庫資料。(9)多與學校任課教師溝通，並促進社會人士的瞭解，有效整合資源以擴大競賽的影響力。

    This study aimed to investigating the appropriateness of past industrial arts (IA) contests and the orientation of future living technology (LT) contests for junior-high-school students' in Taipei. Through the review related literature, in-depth interview, panel discussion and twice questionnaire surveys, this study achieved the following conclusions: (1) The IA contest contains abundant educational worth and promotes the instruction of IA. (2) The awards of LT should be varied and added admitting winners to senior high school or five-year junior college of technology. (3) The members of judges of LT contest should be more diverse. They could involve teacher educators, school teachers and others. (4) For the sake of ongoing planning, the school organizing LT should not be changed yearly. (5) The higher incentives would encourage the students to participate. (6) Because the subject "living technology" (LT) emphasizes on the abilities of problem-solving (PS) and creative thinking, the content of contest should be modified. (7) LTC could adapt half-opened PB style in skill competition and combine with the application of science knowledge and the logic of math. (8) It's workable to previous reveal the questions of LTC. (9) To communicate with teachers, to prompt the understanding of society, and to efficiently integrate resources enlarges the impact of LTC.

    目 錄 謝誌·····················································································I 摘要··················································································III 目錄····················································································V 表次··················································································IX 圖次··················································································XI 第一章 緒論···································································1 第一節 問題背景與研究動機········································1 第二節 研究目的與待答問題········································5 第三節 研究範圍與限制···············································7 第四節 研究方法與架構···············································8 第五節 名詞詮釋························································13 第二章 文獻探討························································17 第一節 台北市國民中學工藝競賽·······························17 第二節 國中生活科技課程的實施·······························21 第三節 國中工藝競賽相關研究··································25 第三章 研究設計與實施···········································45 第一節 研究設計························································45 第二節 研究對象························································46 第三節 研究工具························································49 第四節 實施程序························································51 第五節 資料處理························································53 第四章 資料分析與討論···········································55 第一節 工藝競賽問卷所得資料的分析與討論···············55 第二節 生活科技取向競賽問卷所得資料的分析與討論··········74 第三節 綜合討論··························································86 第五章 結論與建議····················································89 第一節 結論·································································89 第二節 建議·································································94 參考文獻········································································99 壹、中文部分·································································99 貳、外文部分·······························································101 附錄···············································································102 一、學位論文計畫審查記錄······································102 二、國中工藝學科競賽之檢討與改進問卷(國中及大學教師填答用卷)······103 三、國中工藝學科競賽之檢討與改進問卷(學生用卷)····107 四、國中生活科技競賽之未來取向問卷(國中及大學教師填答用卷)·······109 五、台北市八十八學年度公私立國民中學生活科技 學藝競賽實施要點(草案)··································112 六、訪談資料整理···················································117 七、專家會議記錄····················································119 表 次 表2.1 高級中學數學及自然學科競賽績優學生獎學金給獎標準················31 表3.1 問卷調查的對象······················································47 表4.1 大學和國中教師的基本資料·····································55 表4.2 教師去年是否曾經指導和帶領學生參賽···················56 表4.3 教師去年指導學生參加工藝競賽選手得獎人···········56 表4.4 學生基本資料··························································57 表4.5 學生實際上工藝課學期數········································57 表4.6 學校參加工藝競賽代表的產生方式··························58 表4.7 學生在參賽前是否有課外練習·································58 表4.8 教師對工藝競賽選手產生方式的看法······················59 表4.9 教師與學生對工藝競賽選手產生方式的看法···········60 表4.10教師對工藝競賽達成效果的看法·····························61 表4.11教師對參加工藝競賽遭遇的困難·····························62 表4.12教師對工藝競賽承辦方式的看法·····························63 表4.13教師對給予指導老師獎勵的看法····························64 表4.14競賽選手負擔部份材料費的看法····························64 表4.15大學與中學教師對工藝競賽由誰擔任評審的看法····65 表4.16教師對工藝競賽擔任評審的看法·····························66 表4.17教師對工藝競賽選手獎勵的看法·····························67 表4.18教師與學生對工藝競賽選手獎勵的看法··················68 表4.19教師對工藝競賽舉辦頻率的看法·····························69 表4.20教師與學生對工藝競賽舉辦月份的看法··················70 表4.21教師與學生對工藝競賽舉辦星期的看法················70 表4.22 學生對工藝競賽綜合實作題目的看法···················71 表4.23 學生對工藝競賽學科測驗題目的看法···················72 表4.24 87學年度工藝競賽學科測驗成績分佈表·············72 表4.25 87學年度工藝競賽術科測驗成績分佈表·············73 表4.26 大學和國中教師的基本資料··································73 表4.27 教師最近兩年參加工藝競賽的次數·······················74 表4.28 教師願意鼓勵學生參加草案所訂競賽的人數·········74 表4.29 教師願意帶領學生參加草案所訂競賽的人數·········75 表4.30 教師對於廠商或書商贊助競賽的看法····················76 表4.31 教師對未來生活科技競賽計分方式的看法·············76 表4.32 教師對未來生活科技競賽筆試題目內容的看法······77 表4.33 教師對未來競賽評審的看法···································77 表4.34 教師對未來生活科技競賽術科題型的看法·············78 表4.35 未來生活科技競賽給優勝獎金的看法····················79 表4.36 未來生活科技競賽先公佈筆試測驗題庫的看法······80 表4.37 未來生活科技競賽先公佈術科題目的看法·············80 表4.38 未來競賽以小團隊參賽的看法·······························81 表4.39 未來競賽術科的部分運用到自然科學知識的看法···82 表4.40 未來競賽術科的部分運用到數學推理能力的看法···83 表4.41 草案中未來生活科技競賽的術科比賽程序的看法···83 表4.42 草案中未來生活科技競賽的學科比賽程序的看法···84 表4.43 草案中未來生活科技競賽評分表設計的看法··········85 表4.44 草案中未來生活科技競賽的學科比賽程序的看法···85 圖 次 圖1.1 研究流程·································································12 圖1.2 科技教育課程實際問題解決採取的模式···················15 圖3.1 本研究之架構圖······················································46

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