【作 者】：
徐梅丹， 顾建军
【关 键 词 】：
技术理解； 技术态度； 高中通用技术教师； 实证检验； 多元线性回归
【栏 目】：
中小学电教
【中文摘要】：
为呈现、验证和解释技术理解和技术态度间的关系，文章采用分层随机抽样的方法，对我国除港、澳、台以外的7个地理地区的835位高中通用技术教师开展实证检验。多元回归分析结果表明：高中通用技术教师的技术理解虽对技术态度存在显著正向影响，但并不具备一种明确的正相关，各维度间的强度和方向并非完全相同，这与普遍的认识存在一定的矛盾。可能的解释为：影响技术态度形成的因素多样，知识系统与理性观念的差异造成了技术态度的差异，学科价值取向与课程关注范畴的差异导致了技术态度的不同。因此，文章提出了全面考量技术态度的形成原因、重新确立通用技术教师理解技术的方式、弥合专家和高中通用技术教师的观点差异三条建议。
【英文摘要】：
In order to reveal, verify and explain the correlation between technological understanding and technological attitude, stratified random sampling method is used to carry out an empirical test on 835 general technology teachers in senior high school in seven geographical areas in China except Hong Kong, Macao and Taiwan. It is found through multiple regression analysis that although the technological understanding of general technology teachers in senior high school has a significant positive impact on the technological attitude, it doesn't have a clear positive correlation, and the intensity and direction of each dimension are not exactly the same, which is somewhat contradictory to the general recognition. The possible explanations is that there are many various factors affecting the formation of technological attitude, such as the difference between knowledge system and rational concept, the difference between the value orientation of subject and curriculum concern. Therefore, this study puts forward three suggestions, namely comprehensively considering the reasons for the formation of technological attitude, re-establishing the way of general technology teachers to understand technology, and bridging the differences between experts and general technology teachers in senior high school.