1994-1995 年間，作者主持英國中等學校工藝教育全國普查，本文係報 導並質問該研究之結果。由於該研究係受資助計畫，所造成之方法論課題 與張力，導致了作者就其研究設計、研究過程及研究結果(以四種方式呈 現)的批判式自省。論文的第一部份，探討影響問卷設計之隱性與顯性過 程。第二部分透過質性資料，描述英國工藝教育的特徵，以及在官方版研 究結果中所提出的政策建議。第三部份則進一步探討質性研究資料，以求 洞察被研究者(含美術與設計/科技教師)之主觀經驗。最後，就工藝與工 藝教育之價值，作者反思了此一研究對她個人觀念的助益。

This paper reports and interrogates the findings of a national survey of craft in British secondary schools directed by the author in 1994-5. Methodological issues and tensions arising from the fact that this was a funded project have resulted in this critical reflection on the research design, processes and outcomes in which the findings are presented in four different ways. The first part of the paper explores overt and covert processes informing the negotiation and design of the survey questionnaire. The second describes the salient characteristics of British craft education as revealed in the quantitative data, together with the policy recommendations that were the official research outcomes. The third, probes the qualitative data further for insights arising from the subjective experience of the art and design & technology teachers who were the survey respondents. Finally the author reflects on the contribution of the enquiry to her self-understanding of craft and its educational value.

英國教育；工藝教育；中等學校

British Education; craft education; secondary schools