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題名：我國國民中小學自造教育及科技領域課程政策執行之研究
作者：吳佩真
作者(外文)：WU, PEI-CHEN
校院名稱：國立高雄師範大學
系所名稱：教育學系
指導教授：陳麗珠
學位類別：博士
出版日期：2021
主題關鍵詞：國民中小學；自造教育及科技領域課程政策；自造教育；STEM教育；政策執行；鉅觀執行與微觀執行；Elementary and junior high schools；Maker Education and Technology Curriculum policy；Maker education；STEM education；Policy implementation；Macro-implementation and micro-implementation
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「Maker」與「STEM」教育風潮自本世紀初逐步盛行，我國教育部亦於2015年訂定《推動創新自造教育計畫》，2016年頒布《教育部國民及學前教育署補助試辦國民中小學自造教育示範中心作業要點》，於2018年修正為《教育部國民及學前教育署補助國民中學與國民小學推動十二年國民基本教育科技領域課程作業要點》。本研究旨在探討我國國民中小學自造教育及科技領域課程政策執行之情形，藉由瞭解中央政府鉅觀執行之作為，地方政府、學校與教師微觀執行之現況、執行成效與問題，得知政策執行之產出與結果，建構我國自造教育及科技領域課程政策執行之模式，並提出建議供相關單位參考。
為達上述研究目的，本研究採用問卷調查法及半結構式訪談，於2020年9月以問卷對全國83所自造教育及科技中心學校與該校校內教師進行問卷調查，計發出學校問卷83份、教師問卷166份。共回收229份有效問卷，含學校問卷79份及教師問卷150份，學校問卷可用率為95.1%、教師問卷可用率為90.3%。調查問卷使用敘述統計分析、卡方考驗、單因子變異數分析及獨立樣本t檢定等統計方法進行資料分析；另與7位地方政府教育局處、自造教育及科技中心學校行政人員進行訪談，結合問卷與訪談結果加以分析比對。
本研究的主要結論為：ㄧ、自造教育及科技領域課程政策鉅觀規劃歷經兩階段，原政策執行項目為自造教育，後調整以科技領域課程相關教學活動為主。二、地方政府的微觀執行過程與產出顯現地方差異。三、自造教育及科技中心學校與校內教師大致肯定執行成效。四、自造教育及科技領域課程政策執行於地方政府、自造教育及科技中心學校與校內教師依政策項目擬定計畫並執行計畫內容，確有具體政策產出。五、自造教育及科技領域課程政策執行問題尚待解決，執行結果尚未達到具體化。六、自造教育及科技中心學校與校內教師對執行成效之看法，不同學校規模的自造教育及科技中心有顯著差異，而不同區域與不同行政區劃的中心之間則無顯著差異。七、自造教育及科技中心學校教師資源亟待充實。
根據上述結論提出以下建議：一、中央政府應於課程綱要中訂定國小科技領域課程綱要與授課時數，並挹注人力資源。二、地方政府宜以跨領域教學之思維橫向整合資源，並提供不同規模之學校適宜的輔導策略。三、自造教育及科技中心應持續給予教師協助並處理教學相關問題。四、擔任自造教育及科技領域課程之教師本身亦應積極增能並參與跨領域教學。
Maker and STEM education has become the trend since the beginning of this century. The Ministry of Education (MOE) Taiwan also proposed the “Promoting Maker Education Project” in 2015. In that context, the “Operation Directions for Funding Elementary and Junior High Schools in pilot project of Maker Education Initiatives” was promulgated by the K-12 Education Administration of MOE in 2016 and was amended to “Operation Directions for Funding Elementary and Junior High Schools in Promoting Technology Curriculum of 12-Year Basic Education” in 2018. This study aims to explore the implementation of Maker Education and Technology Curriculum policy in elementary and junior high schools in Taiwan. By analyzing the macro-implementation of central government and micro-implementation of local governments, schools and teachers, the study intends to draw the implementation outputs and outcomes. Therefore, the implementation model of Maker Education and Technology Curriculum policy is constructed and several suggestions are proposed to related departments.
Both questionnaire survey and semi-structured interview were applied in the study method. The questionnaires were distributed to 166 teachers and 83 school administrators of 83 schools with Maker Education and Technology Centers. In total, 229 usable responses were returned, of which 79 from teachers and 150 from school administrators, yielding the effective response rate of 90.3% and 95.1%, respectively. The data were processed by using descriptive statistics, chi-square test, one-way ANOVA, and independent sample t test. In addition, semi-structured interviews were conducted with 7 experts from Department of Education for local government and schools. The quantitative results were analyzed with the qualitative results in this study.
The findings are as follows: (1) There are two phases for Maker Education and Technology Curriculum policy under the macro-implementation of central government. The original policy implementation was Maker Education, and adjusted to teaching activities of Technology Curriculum afterwards. (2) The implementation process and outputs show local differences under the micro-implementation of local government. (3) The school administrators and teachers of Maker Education and Technology Centers generally hold positive attitude toward the implementation effects. (4) The implementation of Maker Education and Technology Curriculum policy can have actual outputs followed by local governments, schools and teachers. (5) The problems of policy implementation have remained unsolved and the outcomes have yet to be specific. (6) The perspectives of school administrators and teachers on implementation effects have significant differences in different sizes of schools with Maker Education and Technology Centers, while those have no significant differences in regions and administrative districts. (7) Available resources for teachers in Maker Education and Technology Centers need to be enriched.
Based on the above findings, the reseacher makes the following suggestions: (1) Central government should draw up the Guideline of Technology Curriculum for elementary schools, its teaching hours and invest in human resources. (2) Local governments should integrate resources in thoughts of interdisciplinary teaching, and provide the consulting strategies for different sizes of schools. (3) The Maker Education and Technology Centers should provide assistance for teachers and deal with related teaching problems. (4) Teachers who teach Maker Education and Technology Curriculum should actively enhance their own capabilities and engage in interdisciplinary teaching.
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