中文摘要
本研究主要的目的在探討國中生活科技教師實施MST教學模式相關議題，其中包括MST教學模式實施時的障礙、教學成效以及具體作法。研究採用美國紐約州提出的MST教學模式，以質化的個案研究方式進行。透過與多個個案對象的深度訪談，研究者將訪談內容轉錄為逐字稿，再依Creswell(1998)的資料分析方式進行資料的管理與分析，最後得到以下結論：
一、國中生活科技教師實施MST教學模式所面臨的阻礙：（一）學生先備知識與能力不易瞭解、（二）課程相關知識整合不易、（三）課程設計專業能力的不足、（四）協同教學的使用不易、（五）學生先備知識的不足、（六）學校設備與整合教室的缺乏、（七）教師對相關領域知識與課程瞭解程度的不足、（八）學生個人特質在課程實施所產生的阻礙、（九）使用學習單所產生的相關問題等九項實施課程的障礙。
二、MST課程實施的教學成效：（一）可培養系統思考的能力、（二）可促進學生學習數學與科學的意願與成效、（三）可提升學生整體能力與表現等三項教學成效。
三、國中生活科技教師實施MST教學模式的具體作法：（一）簡化數學與科學的相關知識並詳細陳述、（二）透過教師合作進行課程設計、（三）培養學生能力為主、（四）透過生活科技做整合的課程、（五）設計適當的小活動或教具、（六）教師相關知識的自我充實、（七）先行介紹或講解活動所需的先備知識（八）透過小活動及教具引起學生動機、（九）使學生了解學習單的使用方式與內涵、（十）教師進行觀察與引導並提供適當的協助、（十一）透過分組的方式進行活動、（十二）多元評量的方式等十二項具體作法。

ABSTRACT
The purposes of this study were to explore the key issues about the implementation of MST integration curriculum in junior high school, including the obstacles, the instruction results, and the constructive methods. The range of MST integration curriculum in this study is based on MST resource guide provided by New York State Education Department. Qualitative research method was used and the data was collected by in-depth interview. In the procedure of research, the author interviewed six living technology teachers in junior high school and coded extractions into Word processor files. Finally, the following conclusions were made：
1. Obstacles for the implementation of MST integration curriculum in living technology education in junior high school including are: (1) prior knowledge and capability of students is hard to distinguish, (2) relative knowledge is not easy to integrate, (3) teachers lack the professional skills for curriculum design, (4) collaboration teaching is hard to implement, (5) lack of the prior knowledge of students, (6) lack of the teaching equipments and classrooms, (7) Teachers are weak of understanding the relative subjects and curriculums, (8) student personality result in the obstacles for implementation, and (9) the relative problems of using learning tables.
2. The instruction effects of the implementation of MST integration curriculum in technology education in junior high school are : (1) students could be cultivated the capabilities of system thinking, (2) promote students to learn the mathematics and technology , (3) promote students capability and performances.
3. Constructive methods for the implementation of MST integration curriculum in living technology education in junior high school are: (1) the relative knowledge of Math and Science would be simplified and went into details, (2) the curriculum is designed by the coordination of teachers, (3) to cultivate students capabilities for purpose, (4) to design integration curriculum by living technology, (5) to design the appropriate teaching aids and activities, (6) teachers should absorb and learn relative knowledge, (7) to introduce or explain the prior knowledge which activities needed in advance, (8) motivate students by using activities and teaching aids, (9) make students understood the content of learning tables, (10) teachers should observe, guide and assist students applicably, (11) doing activities by teamwork, and (12) multi-evaluation.

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