我國十二年國民基本教育的國中自然領域和新增的探究與實作課程，是108課綱的亮點。為提供相關實作課程教學實施參考，本研究是以在臺已施行實作教學數十年的我國生活科技課程為範圍，探討其採行實作教學的本質、依據的教學理論、主要的科際整合策略取向；再透過焦點團體訪談，獲致生活科技七名教師實施實作教學的實務經驗和建言。由文獻發現：生活科技教學以實作為本，以問題解決導向策略，讓學生嘗試設計與問題解決，將想法化為實際作為；由訪談得知：生活科技教師依課綱、學生興趣和程度，透過實作讓學生將解決問題的構想，循序執行並完成任務；實作教學的前提在安全，順利實施的關鍵在有充足資源的教學環境；此實作教學適合採形成性多元真實評量；教師教學負擔與品質維持的壓力極大；生活科技實作教學欲達致良好效果，需有教育主管機關和學校一起支持。

The “Inquiry and Practice” course in Taiwan’s 12-year Basic Education would be the highlight of the new curriculum guidelines. To provide references of conducting hand-on learning, the research chose the Living Technology course in Taiwan, which have been delivering hands-on learning for decades, as an example. The research covered the essence of hands-on instruction delivered in the course, fundamental theories, and major interdisciplinary integrated strategy. Focus group interviews were also employed for collecting the instructional experience and suggestions from seven LT teachers in implementing hand-on learning. Based on literature review, the research found that the LT course was a practical-based instruction; it adopted problem-solving strategy and allowed students to try designing solutions for problems, and turned ideas into practical actions; the LT instruction lied in the environment with sufficient instructional resources and support; the LT instruction was suitable for adopting formative and multiple media assessments. According to focus group results, the research also found that the premise of practical teaching was safe, and that the key to smooth implementation was an instructional environment with sufficient resources. Henceforth, the LT teachers were under high pressure and heavy burden to carry out good teaching quality. Moreover, the implementation of LT instruction need the support of education authorities and schools to maintain good instructional effects.