本研究旨在建立國小科技素養教育之課程。本研究採用文獻分析及小組研討等研究 方法，並獲得下列三項具體結果： １．科技素養教育課程以「技學、環境、社會、個人」為主要概念，並以科技的「需求、輸 入、處理、輸出、影響（含價值、規範）」為建構內涵的主要向度。 ２．國小的科技素養教育課程發展，宜兼顧「生活性、實用性、啟發性、適切性」等原則。 ３．國小的科技素養教育課程，分別可以採取涵蓋「科技與社會生活、科技與自然環境、科 技與生涯發展」的科技核心架構，及「科技與我、科技與家庭、科技與學校、科技與社區、 科技與國家、科技與世界」的生活中心架構。

　　　　　This study was to develop technological literacy curriculum frameworks for elementary education. Through literature reviewing and panel discussion, this study achieved conclusions as follows. First of all, technology, environment, society, and human beings were identified as essentials for constructing the concept fremework of technological literacy curricula. Needs, input, process, output, impact (includes value and regulation) were also recognized to be domains of technological literacy curricula. Furthermore, such factors as daily life, practice, and initiative were the principles in developing the curriculum content for elementary education. Finally, a technology-core framework and a life-center framework were suggested for elementary education.