Technology Education in Taiwan: A Transition from Industrial Arts to Living Technology.Report as inadecuate

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Secondary-level technology education in Taiwan is shifting its emphasis from industrial arts to living technology in an effort to overcome the following problems: industrial arts is seen as a subordinate subject; the public's perceptions are not aligned with the field; and industrial technology teachers have had to struggle with huge class sizes and limited teaching resources. To emphasize the study of technology as a way of equipping youth with the living skills needed in a technologically advanced society, the subject industrial arts will henceforth be called living technology. To reflect the value of gender equity in education, students of both sexes will be required to take living technology. In an effort to bring more order to the complicated content of industrial arts, the content of living technology will be systematized into the following four domains at both the junior and senior high school levels: technology and life; information and communication; construction and manufacturing; and energy and transportation. Students will receive approximately 108 hours of living technology instruction during their 3 years in junior high school and approximately 72 hours during their 2 years in grades 10 and 11. (MN)

Descriptors: Curriculum, Educational Change, Educational Objectives, Educational Practices, Educational Trends, Foreign Countries, Industrial Arts, Secondary Education, Technology Education

Author: Lee, Lung-Sheng Steven


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