本研究旨在探討國中階段之營建科技素養教育應涵括之內涵層面暨透過營建科教育應培養之營建科技素養內容。藉以提供教育主管當局及從事科技教育人員參考。本研究係透過科技教育理論、課程發展理論及社會文化因素分析，歸納出國中營建科技素養教育應涵括的層面及應培養之營建科技素養內容。利用問卷調查，徵詢國中工藝教師及高職營建類科教師之看法，經由統計分析，獲得兩項主要結論：
　　一、中國營建科技素養教育內涵應予優先列入的層面為：「營建安全」、「營建科技概說」、「營建科技職業生涯」及「營建科技的影響」，其次為「營建管理與服務」、「營建施工方法」（技術）及「建築物內外設施工」。而「建築物內外設施規劃」、「營建科技問題解決」與「營建規劃設計」之難度較高的層面可能不宜列入國中營建科技素養教育的內涵範疇。
　　二、國中營建科技素養教育應培養之營建科技素養內容為：
　　1.日常生活應用知能方面一有「室內佈置能力」、「使用簡易維修設施之基本工具、機器的能力」、「鑑賞庭園景觀的能力」、「辦識常用的營建材料」、「瞭解並有效使用建築物之設施系統」、「識讀營建圖說」、「評估檢查住宅本身、周圍環境的性能的能力」及「使用簡易營建施工工具、儀器設備的能力」。
　　2.知識情意方面一有「瞭解何謂營建科技」、「認識日常生活環境的營建工程」、「瞭解營建與人、環境及日常生活的關係」、「認識營建施工方法（技術）暨營建安全」、及「瞭解營建服務與消費者的關係」。
　　最後根據研究發現與結論，分別對課程的修訂、科技教育師資培育及進一步研究提出建議。

　　The aim of this thesis focused the all attention both on contexts and contents of tthe construction technolgy literacy for the junior-high school students in order to provide the better suggestions for the educatyional authorities and for the professional educators in technology education. The methods of this study were through review of literature and questionnaire survet.The review of literature focused on three main fields-the theory of technology education, the curriculum development and the cultural and social impacts. The subjets of the questionnaire included the industrial art teachers in junior-high school and construction teachers in vocational education. there are two main findings in this study:
　　I. The foremost priority of the contexts for the secondary school construction technogy literarcty should be: The construction safty, the introduction of construction technology, the construction technology career, and the impact of construction technology. The secondary priority should be: The management and service of construction technology, the techniques of construction, the install of utilities. The last contexts should be carefully considered because of their difficult level. they were: the design and the plan of construction facilities, the problem-solving of the construction technology, the design and the plan of construction.
　　II. The contents of the construction technology literacy for the junior-high school should include:
　　　　1. The aspect of everyday life applications should include the competence of indoor design, the ability to use basic tools and machinery for maintenance, the competence to appreciate the landscape of the gardening and environment, the competence to identify the basic construction material, the competence to use the building facilities efficiently, the competence of construction map reading, the competence to inspect and evaluate the function of the building and its surrounding environments.
　　　　2. The cognitive and affective aspects in construction technology should include the understanding of the construction technology domain, the construction projects in our everyday life environment, the relationship of consftruction, man, and environment, the construction safety and the relationship between the scrvice of construction industry and the consumer.
　　Theresult of these findings in this thesis can be presented as suggestions for curriculum revision, for the cultivation and training of construction technology teachers and for those who want to make further study.