奈米科技的應用在生活中將逐漸普遍化，因此本研究希望關懷第一線教師與學生對「奈米科技」的學習需求性，期爲科學教育改革與未來實務發展提出具體建議。研究結合質與量進行實徵研究，以台南、高雄南部4縣市共1984位教師與1852位高年級學生爲研究對象，採問卷調查其對奈米科技的熟悉程度、學習需求、方式，及融入課程意願。同時比較實驗組與控制組學生對此議題學習需求的差異，並藉由訪談了解奈米科技融入課程對學生的影響。研究結果發現，能清楚界定奈米科技的教師少於20%；願意透過適當學習方式認識奈米科技，並融入課程的老師，比例相對提高。學生對奈米科技的學習需求比例，平均高於教師群體。資優生對奈米科技的學習需求，顯著高於普通生。此外，接受「奈米科技新知課程」的學生，對科技新知融入課程的意願、認同感與學習正向態度的剖面上，隨著授課時間的增加，呈現積極性的成長。本研究透過實徵性教學研究得到科技新知落實在國小自然科課程的可行性結果，對教師與學生期望科技新知落實在課程的普遍化需求相呼應，並提出較嚴謹的參考價值。期待國小科學基礎教育重視學生對科技新知的敏銳察覺，啓發學生對自然的好奇心有積極性的培養，開拓其在未來學習路程中想要繼續探索的心與習慣。

This study utilized qualitative and quantitative research analysis to investigate elementary school teachers and grade five and six elementary school students' familiarity with advanced technology. It also investigated their learning needs, and their willingness to integrate curricula and learning methods about advanced technology. The subjects included the elementary science teachers and grade five and six elementary students from four cities and counties in southern Taiwan. A survey was distributed to the subjects with the purpose of understanding their learning needs and assessing their willingness to integrate curricula and learning methods about nanotechnology. In the study, a comparison was made between outstanding students and ordinary students about their knowledge of nanotechnology. Interviews were conducted to get a better understanding about students' opinions about the integration of advanced technology into curricula and their knowledge about nanotechnology. The results are important in assessing the possible integration of new advanced technology into elementary school curricula. The results showed that less than 20% of the teachers could clearly define nanotechnology. The percentage of the teachers who would like to learn about nanotechnology through proper learning methods and would integrate it into the school courses was relatively higher. With regard to the teachers' learning methods, attending a ”Technology Seminar” was their first priority. On average, the students' interest in learning about nanotechnology was higher than the teachers'. Also, there was a significant difference between outstanding students and ordinary students in their demand for gaining knowledge about nanotechnology. The research discovered that the students who had received the advanced technology courses wanted to gain more knowledge about nanotechnology than those who had not received the courses in the same grade. Those students also had a higher demand for advanced technology to be integrated into the school curricula. For the students who received the advanced technology courses, their acceptance and attitudes about advanced technology courses improved gradually as lesson time increased.

奈米科技 ； 學習需求

Advanced Technology ； Nanotechnology ； Learning Needs