臺灣博碩士論文加值系統

父母重視孩子的教育，期望幫助孩子奠定未來發展的基礎，擔心自己的孩子輸在起跑點，然而，這樣的擔心使孩子從小開始承受課業壓力，可能導致孩子成長的過程中壓力比快樂的回憶還多，這未必是家長心裡真正期望的結果，身為父母，在期望孩子未來發展順利與快樂成長之間難以抉擇。
因應科技發展影響著未來的生活，教育方向包含培養STEM相關能力、學習STEM素養、運用STEM知識技能，以培養未來的世界與工作所需的相關能力。讓本世代小朋友快樂玩，同時學習STEM相關能力，在課外趣味學習空間中學習是其中一個方法，提供小朋友不同於一般學科的學習體驗，可作為STEM科學玩具進入市場推廣之切入點。
本研究透過文獻探討及深度訪談臺灣STEM科學玩具產業界專家，透過課外趣味學習空間，如何使小朋友對STEM更感興趣、家長更認同STEM科學玩具對孩子的幫助、提升家長對STEM科學玩具的觀感，以使STEM科學玩具推廣至市場有正向幫助，本研究整理出「STEM科學玩具推廣策略作法」，期望有助STEM玩具於台灣市場之推展。

Parents value education for their children. Most of them regard the grade of academic curriculum as a top priority and hope to assist their children in developing the essential ability for their future. They worry that children may lose at the starting point. Based on this kind of worries, children bear much pressure since they are babies. It may cause that they recall having pressure more than happiness in their childhood. However, it may not be parents’ expectation. As parents, it’s hard to decide to make a happy childhood for their children, or sound foundations for them.
The scientific and technological development is influencing the future life. In the aspect of education, people focus on developing the ability about STEM, learning core competencies of STEM, utilizing the knowledge and skill of STEM. According to different individual personality, develop the personal competitive ability for the future.
By means of extracurricular learning spaces, provide children with different learning experiences. While playing around in this kind of space with joy, children learn some skills about STEM. It is a starting point to popularize STEM toys.
Based on the literature reviews and interviews of the experts of STEM toys in Taiwan, through extracurricular learning spaces, make children more interested in STEM and enhance parents’ recognition about benefits for kids. To conclude” The strategy of popularizing STEM toys” for marketing STEM toys in Taiwan.

圖目錄 5
表目錄 6
摘要 7
ABSTRACT 8
誌謝 9
第一章 緒論 10
1.1 研究背景 10
1.2 研究動機與目的 11
第二章 文獻探討 13
第三章 研究方法 21
3.1 訪談對象 21
3.2 訪談大綱內涵 21
3.3 質化分析 24
第四章 研究結果與討論 25
4.1 觸發兒童興趣的環境或情境 26
4.2 科學玩具課後趣味學習空間價值 29
4.3 研究結果 34
第五章 研究結論與建議 36
5.1 研究結論 36
5.2 研究建議 38
5.3 研究限制 39
5.4 未來研究議題建議 39
參考文獻 40

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