本研究旨在因應國中工藝新課程標準—『生活科技』課程的即將實施，主要的研究目的在從國內外各方面有關科技教育與課程發展理論的文獻分析當中，探討『生活科技』課程教材發展與設計的具體模式；同時依據新課程標準大綱，參考國外現有科技教材模組，編製出『運輸科技』試用教材及教學活動單元，以金華國中自學班學生為對象進行教學實驗，據以評估在現行的工藝課程當中試行新課程標準與教材的適切性。研究發現與所得則提供未來『生活科技』課程實施的參考。
本研究中之教學實驗，採不相等前後測控制組準實驗設計，以台北市金華國中二年級自學班學生為實驗研究對象，從中選取兩個班，一班為實驗組，另一班為控制組，每組各二十五名學生。其中實驗組的自學班學生接受為期四週『運輸科技』試用教材教學課程；控制組學生則依照平常的工藝課教學，無實驗處理。
本研究以研究者自編之『運輸科技』試用教材及單元教學活動設計進行教學實驗。並以自編之『運輸科技素養測驗』測量受試學生在實驗前和實驗後之運輸科技素養認知，所得資料以單因子共變數分析法進行統計分析。此外，研究者以自編之『學習反應量表』蒐集實驗組學生對運輸科技課程及教材學習後的態度反應傾向，了解試用教材的適切性，以作為研究發現之補充與未來研究之參考。
茲將研究發現陳述如下：
一、接受『運輸科技』試用教材教學的實驗組學生在『運輸科技素養測驗』的得分顯著高於未接受『運輸科技』試用教材教學的控制組學生。
二、接受『運輸科技』試用教材教學的實驗組學生在『運輸科技素養測驗』各單元分測驗的得分顯著高於未接受『運輸科技』試用教材教學的控制組學生。
三、接受『運輸科技』試用教材教學的實驗組男生與女生在『運輸科技素養測驗』的得分並無顯著的差異。
四、接受『運輸科技』試用教材教學的實驗組學生在『學習反應量表』上的得分呈現顯著的正向態度反應。
五、接受『運輸科技』試用教材教學的實驗組男生與女生在『學習反應量表』上的得分並無顯著的差異。根據研究發現，本研究得到以下結論：
一、以『運輸科技』試用教材實施運輸科技教學活動對國中學生運輸科技素養的增進，具有顯著的影響效果。
二、學生在接受『運輸科技』試用教材教學之後，對於課程的學習以及試用教材內容，均呈現正向的態度反應。
三、接受『運輸科技』試用教材教學的男女學生，在學習成效以及對課程與教材的反應傾向沒有差別，顯現『生活科技』的課程是適合於男女生共同修習的。
四、研究者根據文獻探討所發展的『生活科技』課程教學設計系統模式，經由實徵性的教材編製與教學實驗等過程，初步獲得成效的驗證。
最後，研究者並針對研究結果加以討論，並根據研究過程與研究 結果提出建議，作為『生活科技』課程教學上的應用以及未來研究的參考。

In order to reflect the implementation of Living Technology curriculum in Junior High Schools in 1997, the major purposes of this study were:
(1) To develop the instructional materials for Transportation Technology Literacy.
(2) To find out the effect ofaforementioned instructional materials.
To fulfill with those purposes, while referred to some technology instructional modules, the researcher designed and prepared a package of materials and learning activities of Transportation Technology. A teaching experiment was administered to evaluate the appropriateness of the new curriculum and materials which infused into the Industrial Arts learning.
The teaching experiment in this study was initiated and performed by nonequivalent pretest-posttest control group design as an quasi-experiment study. Subjects of the study are second-grade junior high students enrolled in Jin-Hwa Junior High School at Taipei, Taiwan. Students participated in the study were assigned randomly by intact classes. The experimental group received four weeks treatment administered by the materials; the control group, which had class as usual, received no treatment. Each intact group is composed of thirty-five students.
In the study, the researcher adopted a package of self-prepared materials and designed units of learning activities for Transportation Technology as teaching experiment treatment. A self-developed "Test of Transportation Technology Literacy" was adopted as the pretest and posttest as to measure the subjects comprehension to Transportation Technology. Statistical analysis was performed using class mean scores from the intact groups. A oneway analysis of covariance was perfomied on the data and a significance level of .05 (alpha) was used as the determining factor for rejection of the null hypothesis. A self-developed "Inventory to Learning Feedback" was used to collect the experimental students' opinions to the curriculum and the materials as to evaluate the appropriateness of the instructional materials prepared by the researcher.
The results of this study are as follows:
1. Curriculum infused with the "Transportation Technology" instructional materials prepared by the researcher has significant effects in increasing the comprehension to transportation technology of junior high students.
2. After receiving the treatments, students have positive attitude toward the "Transportation Technology" curriculum and instructional materials.
3. Boys and girls in the curriculum, reflects no significant difference to learning effect and attitude, exhibits "Living Technology" curriculum has no sex exclusion.
4. Accordrng to literature reviews, the system model of instructional design of "Living Technology" curriculum developed by the researcher had been field-tested appropriately through materials preparing and teaching experiment.
Finally, the results were discussed and some suggestions for the instructional application and further research were made.