本研究之目的為：(1)發展以提昇問題解決能力為主軸的「生活化之自然與生活科技」之教學模組。(2)設計一套「解決問題能力」評量工具。(3)探應以「生活化之解決問題」教學模組與藉以「自然與生活科技教學指引」教學的學生，在「問題解決測驗」中得分的差異。本研究採用所羅門四組實驗設計的「準實驗研究法」，以「問題解決測驗」之實證資料實際驗證；輔以「問題解決晤談工具之晤談資料分析」以確認「問題解決測驗」結果。研究樣本為臺北縣某國小四年級學生為對象，實驗組2班65人，控制組2班64人。以國小自然與生活科技四下牛頓版「食物與能源」、「空氣的秘密」等主題，實驗組接受自編之「生活化之解決問題決學」，控制組接受牛頓版教學指引上的教學。資料分析以教學法為自變項，「問題解決測驗」後測為依變項，前測經驗為共變項，在「問題解決測驗」各向厲上進行單因子共變數分析。 研究結果：(1)本研究小組發展一套以提昇問題解決能力為主軸的「生活化之自然與生活科技」之教學模組。(2)經研究設計所發展出的「問題解決測驗」以「察覺問題的存在」、「猜測原因」、「辨認問題情境中的有關因素」「是否需要更多資料的能力」、「考慮可能的方法」、「選擇一個最恰當的方法、解釋推論」、「擬訂計畫」等七向度為基準。(3)在「問題解決測驗」後測總分及七個向度上，托受「生活化之問題解決教學的實驗組」之得分均較「接受教學指引教學的控制組」為高；而滿一後測總皆及「辨認問題情境中相關因素」、「是否需要更多資料的能力」、「擬訂計畫」等三個向度的後測得分上在「教學處理之F值均達顯著水準。

　　　　　The purposes of this research were as follows: (1)to develop a teaching-module based on students’ life experiences on the Science and Life Technology to promote problem-solving ability; (2)to design a theory-based, experiment-supported and practical evaluation tool; (3)to study the differences between the students who were taught by “life-linked problem-solving” and who were taught by “textbook teaching guidance”. The researcher used the Solomon four group design quasi-experiment, tested with the “problem-solving test”, and the results with “semi-structured interview questionnaire”. The sample students, who were the fourth graders at Taipei county school, were assigned randomly two classes, 65 students for the experimental group (E1, E2), and 64 students, for the controlled groups (C1, C2). The teaching topics were “Food and Energy” and “the Secret of the Air”. The E1 and E2 groups were taught the topic of “life-linked problem-solving” materials; on the other hand, the controlled groups (C1, C2) were taught with the “textbook teaching guide“. While analyzing data, the different teaching methods were treated as independent variable and the post-test scores of “problem-solving test” as covariant variable. The two-factor analysis of variance along the different aspects of the “problem-solving test” were analyzed. The results were as follows: 1.Under the factors of parents, administrators and students, the researcher developed the modules to fit the study purposes. 2.From the study design, there were seven aspects to develop “problem-solving test”. 3.The total scores of the post-test were higher for experimental group than control group. Moreover, there were significant differences on the total scores of the post-test group than control group. Moreover, there were significant differences on the total scores of the post-test, the ability to identify factors related to problem, the ability to request information demands and the ability to propose a plan.