From Industrial Arts to Living Technology: Senior-High-School Technology Education Curriculum Transition in Taiwan, R.O.C.

Autor/in	Lee, Lung-Sheng Steven
Titel	From Industrial Arts to Living Technology: Senior-High-School Technology Education Curriculum Transition in Taiwan, R.O.C.
Quelle	(1995), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Comparative Analysis; Curriculum Development; Educational Change; Educational Objectives; Foreign Countries; High Schools; Industrial Arts; Integrated Curriculum; Secondary School Curriculum; Technological Literacy; Technology Education; Trade and Industrial Education; Taiwan + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Ausland; High school; Oberschule; Industriekultur; Kunstgewerbe; Technisches Wissen; Technisch-naturwissenschaftlicher Unterricht; Gewerblich-industrielle Ausbildung
Abstract	High school students in Taiwan are currently required to take 144 hours of industrial arts (IA) or home economics weekly in grades 10-12. As a result of a comprehensive curriculum revision project, the following changes in IA programs in Taiwan's high schools will soon become effective: (1) IA will be called "living technology" (LT) to reflect the philosophy that its focus should be on equipping students with living skills; (2) all students (regardless of sex) in grades 10-11 will be required to take LT and home economics (approximately 72 hours of each instead of 144 hours of 1 course); and (3) problem solving will serve as a key instructional strategy in the LT curriculum. Unlike the existing IA curriculum, which focuses on introducing students to industrial technology knowledge and developing their industrial skills, the new LT curriculum will focus on equipping students with technological literacy and developing their ability to use technological skills to solve problems and continue further study. The following four domains are assigned in the new LT curriculum: technology and life; information and communication; construction and manufacturing; and energy and transportation. The new LT curriculum has been developed through a systems analysis approach, and principles underlying a variety of other curriculum theories, including human development, social reconstruction, and postmodernism, have been infused into it. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC