國中工藝將在實施新課程標準之後成為「生活科技」，生活科技課
程標準明確建議善用解決問題教學策略。本研究的目的在探討國中
工藝／生活科技課程標準中所提示的教學策略、目前國中教師採行
教學策略及未來在國中生活科技教學中實施解決問題教學策略的可
須能與所須配合措施，以作為落實未來生活科技教學之參考。透過
國內外相關文獻分析、深度訪談、實地觀察、錄影分析與座談討論
。本研究所獲致結論如下：(1) 現行課程標準與新課程標準所提示
的教學策略有相當大的差異；(2) 目前工藝教師常用的教學策略遠
較現行課程標準所提示者偏狹；(3) 教師肯定運用解決問題教學策
略進行工藝／生活科技教學是必須的，也是可行的；和(4) 教師要
善用解決問題教學策略，需在活動設計、設施設備管理上做適度調
整，並在學養上多作充實。

As its current curriculum standard has been updated,
the junior-high-school subject "industrial arts" (IA) in
Taiwan will be shifted to "living technology" (LT). In the
new curriculums tandard, problem-solving (PS) is explicitly
suggested to be a key instructional strategy of LT. The
purposes of this study were to explore: (1) the instructional
strategies which were suggested in both the current and the
new curriculum standards, (2) the instructional strategies
which current IA teachers had been employing, (3) the
possibility to implement PS strategies in theLT, and (4) the
efforts needed to be made to widely and effectively
implement PS strategies. Through literature review, indepth
interview, classroom observation, videotaping analysis and
expert conference, this study achieved the following four
conclusions:
(1) There is an apparent distinction among the instructional
strategies which were separately suggested in the current
curriculum standard and the new one; (2) The instructional
strategies which current IA teachers actually use are too
limited to meet the ideal strategies suggested in the current
standard; (3) Current IA teachers consider that employing PS
strategies in LT is necessary and feasible; and (4) To
effectively implement PS strategies, current IA teachers have
to adapt current instructional activities, facility and
equipment management, and strengthen their own pedagogical and
technical skills.
As its current curriculum standard has been updated,