觀察四國科技教育作法探討臺灣將STEM做為科技教育教學策略之研究——以美國、新加坡、芬蘭及德國為參照

Observe The Practice of Technology Education in The Four Countries and Explore Taiwan’s Use of STEM as a Teaching Strategy for Technology Education Refer to the United States, Singapore, Finland, and Germany

108課程綱要中科技領域將「科學」、「科技」、「工程」及「數學」整合應用，列入科技領域課程綱要手冊，並增加跨領域實作選修學分。STEM是指科學（science）、科技（technology）、工程（engineer）、數學（mathematics）等科目跨領域教學，採用問題解決的教案設計，達到科技素養的提升。本研究則透過文獻探討、行動觀察等探討四個國家推動STEM（含類似計畫）具體做法，研究發現芬蘭LUMA及德國MINT概念和STEM相仿。美國預科大學先修學分是為提高高中生就讀大學理工科系意願；芬蘭LUMA是為培養解決生活問題能力；德國MINT是以企業實習體驗提升科技知識及工匠精神；新加坡以程式編寫訓練思維數理邏輯能力。透過對此四國參照以研究臺灣科技教育面對政策支持、教學實施、教學成效、教材教具，路線爭議五大構面問題作為探討。本研究提出建議：積極的政策推動、重視師資培育、評估教案符應、十二年國民基本教育課程發展、企業資源參與、科技工藝教室設置、釐清教學現場的爭議，以及可將STEM專題實作放入「綜合學習表現」作為大學理工科系申請入學參採項目。

In the 108 syllabus, the technology field integrates the application of “science,” “technology,” “engineering” and “mathematics” into the syllabus manual for this field, and adds Interdisciplinary practice elective credits. STEM refers to the interdisciplinary teaching of subjects such as Science, Technology, Engineering, and Mathematics, which uses problem-solving teaching plan design to achieve the improvement of technological literacy. Explore the specific practices of four countries to promote STEM (including similar projects) through literature discussion and action observation. It was found that the concepts of Finnish LUMA and German MINT are similar to STEM. The pre-university credits in the United States are to increase the willingness of high school students to study in the science and engineering department of the university. The LUMA in Finland is to cultivate the ability to solve life problems. The German MINT is to enhance the technological knowledge and knowledge and Artisan spirit, Singapore uses programming to train thinking, mathematical and logical skills. Research on the five dimensions of Taiwan’s science and technology education facing policy support (support, s), teaching implementation (teaching, t), teaching effectiveness (effective, e), teaching materials (materials, m), and route dispute (argue, a) explore. This research puts forward recommendations: active policy promotion, emphasis on teacher training, evaluation of teaching plans and responses, K-12 curriculum development, corporate resource participation, technology and craft classroom settings, clarification of disputes in the teaching site, and the possibility of putting STEM thematic implementations into “Comprehensive learning performance” is used as a participatory project for admission to the university science and engineering department.