科技教師的技術實作能力對其科技教學內容知識(TPCK)與實作教學能力的影響之研究

The Living Technology course focus more on cultivating hands-on and problem-solving skills than other subjects. The purpose of this research is to develop the cognitive structure of technical hands-on skills and Technological pedagogical content knowledge (TPCK) possessed by incumbent technology teachers, so as to understand how the technical hands-on skills of teachers affects their own teaching professional and hands-on technique teaching. Therefore, this research uses the practical technology of furniture woodworking skills verification to develop Hands-on Skills Training Modules, and explores the impact of this Training Moduls on the technical hands-on skills and hands-on technique teaching of current technology teachers. The results of the study found that: (1) The "Technical Hands-on Skills Cognitive Structure" Test developed in this study can understand the hands-on technique teaching professional that the incumbent technology teachers possess and lack, and serve as a reference for follow-up education and training; (2) The Hands-on skills Training Modules can effectively improve teachers’ design experience and hands-on skills, and the overall concept of problem-solving; (3) The Hands-on skills Training Modules have a greater impact on teachers' hands-on technique teaching abilities, such as subject professional knowledge, and teaching strategies. In addition, the researchers also put forward relevant suggestions based on the research findings, which will serve as a reference for future middle school Living Technology teachers in the development of technical hands-on ability and technique teaching.