本研究採用「準實驗研究法」針對研究者所研創之科技教育教學活動設計，作實驗性之研究，並藉此探討屏師附小教師對此類活動之看法。教學實驗在屏師附小進行，有四及五年級各兩個班級的學生176人為教學實驗對象，而附小教師11人參與教學觀摹與評鑑，利用各班之美勞課進行實驗教學及活動評鑑。教學活動方案分別為「家」及「停車場」，而教學策略則為直接或循環問題解決法。教師對於活動之評鑑則分為三個重點方向：(1) 活動之設計在提供學童機會以增加其科技認知程度、(2) 學生之反應與參與程度、及(3) 教學準備工作之負荷及採用之意願。教師意見以Likert五點計分來反應其意見程度，而資料則以無母數統計法處理。結果有以下發現： 1.全體教師對於三項重點之意見大略一致。 2.採用不同活動單元可能影響教師對於三項重點意見之一致性。 3.學生在活動中的反應與參與程度，有同樣熱烈的表現。 4.從事此類教學準備所需之精力與時間兩方面之工作負荷大，而其採用的意願則不高 5.全體女教師顯然較男教師同意「在教學活動中，對教具的使用方式，確實能提供學童機會來增加其科技認知程度」 6.不同問題策略或活動單元似乎並不影響教師對重點一「提供科技認知機會」中各子項的同意程度 7.男女教師觀察學生表現之意見差異，出現在教具使用、採用問題解決法、及製作過程等三方面 8.女教師認為安排與設計此類教學活動所需時間較男教師所認為的多。

　　　　　The purposes of this study were to explore teachers's perspectives toward the developed technology classroom activities that were first experimentally implementing in the elementary school in Taiwan. The classroom activities, which were developed by the researcher prior to this study, were carried out in the Affiliated Elementary School of the National Pingtung Teacher's College during a six-week period of Art and Craft course. 176 fourth and fifth graders as well as 11 elementary teachers were involved in this study. Teachers' perspectives were focused on three aspects' the activity is to provide opportunities for increasing technological awareness of pupils; the degrees of reaction and participation toward the activity of the pupils; and, loads for teaching preparation and willingness for adopting such activities. The Liker Scale was used to response teachers' perspectives of interests, while the Non-parameters Statistics were applied to the data analysis. The findings from this study were profound' 1. all teachers appeared to have quite unanimous perspectives toward the three aspects; 2. kinds of technological activity were suspected as elements influencing teachers' perspectives; 3. pupils were found actively responding to and participated in the activities and no differences were found between their participation and responses. 4. the teachers responded that loads for teaching preparation were huge which led to a low willingness for adopting such activities. 5. in terms of providing opportunities to increase technological a,areness of pupils, female teachers seemed to be more positive than male teachers. 6. providing opportunities to increase technological awareness 7. different perspectives, in terms of students responses and participation, between female and male teachers were found in the implementation of the teaching aids, problem solving as teaching strategy, and model producing process. 8. female teachers responded they would need more time than male teachers to prepare for such activity.