[[alternative]]A Comparative Research of the Curriculum of Technology Education at Secondary School Stages between Hong Kong and Taiwan

[[abstract]]本文是採用Bereday之描述、解釋、並排與比較的比較教育研究方法與步驟，旨在探討台灣與香港之國中科技課程並做比較及分析，其中台灣是參考教育部2003 年版九年一貫課程中之「自然與生活科技」學習領域爲依據，香港則是參考香港特別行政區教育暑「2002 年版科學教育學習領域課程指引」為基礎。主要內容包括台灣與香港的教育制度及科技課程內容。就教育制度而言，主要簡介兩地國中的課程設計，如授課時數與修課規定。科技課程內容則簡介兩地科技課程綱要的教育目標、課程比較對照分析。此研究主要可歸納出幾項結論：（1）香港重視科技教育，且積極與明確，臺灣輕忽。（2）臺灣與香港皆重視能力標準，但香港較具連續性、統整性與順序性。（3）臺灣與香港皆強調多元評量，但香港較爲嚴謹與落實。（4）臺灣的科技教育已逐漸接納香港系統之設計與科技課程。（5）臺灣未來之十二年國民基本教育能力檢測應重視科技課程。[[abstract]]Borrowing Bereday’s descriptive, interpretative, juxtaposition, and comparative educational research methodology. The purpose of the study is to compare the differences of the curriculum of technology education at secondary stages between Hong Kong and Taiwan. The curriculum of technology education in Taiwan is based on the ideas of the learning domain---Science & Living Technology in the outline of the Nine Year Joint Curriculum released by the Ministry of Education in 2001. As for the curriculum of technology education in Hong Kong, it is based on the curricular structure of Reference Education Summer H.K Special Administrative Region, "2002 version of the Science Education KLA Curriculum Guide".The main contents include Taiwan and Hong Kong's education system and technology curriculum. The education system is concerned, About two main curriculum of secondary schools, example the number of teaching hours and course requirements.Introduction to Technology course is both to outline the aims of education technology, curriculum Compare and contrast analysis.This study several conclusions can be drawn:(1)Emphasis on science and technology education in Hong Kong, and positive and clear, Taiwan overlooked.(2) the ability of all pay attention to Taiwan and Hong Kong Standard, Hong Kong more continuity, integration and sequence.(3) Taiwan's education system has been gradually accepted by the British Design and Technology courses.(4) Taiwan and Hong Kong were given to science education, but more active and clear in Hong Kong, multiple assessments are emphasized, but Hong Kong and the implementation of more stringent(5)Taiwan's future ability to detect twelve national basic education curriculum should pay attention to science and technolog