| Summary: | 碩士 === 國立臺灣師範大學 === 工業科技教育研究所 === 90 === 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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