本研究以微觀政治分析，探究生活科技在和自然合併為｢自然與生活科技領 域｣後在國中階段的實況與理想的落差。經問卷普查臺中市26 所公立國中並訪 談相關人員，歸納出下列結論：（1）國中生活科技教師員額比例不足，各校開 缺增聘意願不高。（2）多數生活科技教師未從事本科教學工作。（3）僅剩極少 數學校因教師堅持或無法任教其他學科而在國一獨立設置生活科技課程。（4） 絕大多數國中生活科技課程時數，交由自然科教師合併於領域內教學。（5）意 識形態、利益關係、和權力運作等微觀政治現象，直接交互影響國中生活科技 課程之實施樣貌。（6）在意識形態的氛圍、利益關係的衡量和權力運作的算計 中，國中生活科技課程正邁向邊緣化、荒蕪化和消逝化。並做出對應建議。

Assertively incorporating the subject “Living Technology (LT)” into the learning area “Science and Technology (S&T)” by using a top-down approach is a typical political event in the field of curriculum when the National Curriculum Guideline for Grade 1-9 was developed in Taiwan. Employing a micro-political analysis with both qualitative and quantitative approaches, the current study aimed at investigating the discrepancy between the actual and the ideal curriculum implementation of LT in junior high schools. Based on the data collected from a questionnaire survey of all 26 public junior high schools in Taichung City and an interview with some stakeholders, the following six conclusions were made: (1) Qualified LT teachers in schools are insufficient but most schools are unwilling to recruit new teachers. (2) The majority of current LT teachers are not teaching LT as they have switched to other professions/subjects/areas. (3) Only few LT courses are left in very few schools and are independently offered for grade 7 by those LT teachers who are insistent or are incompetent to teach other subjects/areas. (4) Most of the teaching hours which should be allocated to LT are dominated by science teachers, so that the curriculum guidelines regarding LT have been misled and ill-implemented. (5) The micro-political phenomena, such as ideology, benefits and power, have directly affected the implementation of LT. (6) Influenced by the interweaving of ideology, benefits and power, the LT curriculum has been marginalized, uncultivated and diminished. Finally, some recommendations were made in response to the above conclusions.